Stem Education Quotes

The word 'education' comes from the root e from ex, out, and duco, I lead. It means a leading out. To me education is a leading out of what is already there in the pupil's soul. To Miss Mackay it is a putting in of something that is not there, and that is not what I call education, I call it intrusion, from the Latin root prefix in meaning in and the stem trudo, I thrust.

Education stems from the desire to learn. With that, you don't need schools. Without it, all the schools in the UNIVERSE are useless.

Education can help us only if it produces "whole men." The truly educated man is not a man who knows a bit of everything, not even the man who knows all the details of all subjects (if such a thing were possible): the "whole man," in fact, may have very little detailed knowledge of facts & theories...but he will be truly in touch with the centre. He will not be in doubt about his basic convictions, about his view on the meaning and purpose of his life. He may not be able to explain these matters in words, but the conduct of his life will show a certain sureness of touch which stems from his inner clarity.

Not only should we encourage kids to daydream, but also to jump-in and build those dreams. Dreaming is largely lost among adults drowning in self-imposed realities.

The hill is paved with wild wheat. If the conifers and sagebrush are soloists, the wheat field is a corps de ballet, each stem following all the rest in bursts of movement, a million ballerinas bending, one after the other, as great gales dent their golden heads.

That big glorious mountain. For one transitory moment, I think I may have actually seen it”. For one flash, the Mommy had seen the mountain without thinking of logging and ski resorts and avalanches, managed wildlife, plate tectonic geology, microclimates, rain shadow, or yin-yang locations. She’d seen the mountain without the framework of language. Without the cage of associations. She’d seen it without looking through the lens of everything she knew was true about mountains. What she’d seen in that flash wasn’t even a “mountain”. It wasn’t a natural resource. It had no name. “That’s the big goal”, she said. “To find a cure for knowledge”. For education. For living in our heads. Ever since the story of Adam and Eve in the bible, humanity had been a little too smart for its own good, the Mommy said. Ever since eating that apple. Her goal was to find, if not a cure, then at least a treatment that would give people back their innocence. “The cerebral cortex, the cerebellum”, she said, “that’s where your problem is”. If she could just get down to using only her brain stem, she’d be cured. This would be somewhere beyond happiness and sadness. You don’t see fish agonized by wild mood swings. Sponges never have a bad day.

There is nothing innate, immutable or inevitable about boys or girls doing particularly well or badly in different subjects. Girls in Shanghai outperform western boys in math, the same boys that outshine the girls in the US. The variable factor is the educational system, the society and the parents.

Life-alienating communication both stems from and supports hierarchical or domination societies, where large populations are controlled by a small number of individuals to those individuals, own benefit. It would be in the interest of kings, czars, nobles, and so forth that the masses be educated in a way that renders them slavelike in mentality. The language of wrongness, should, and have to is perfectly suited for this purpose: the more people are trained to think in terms of moralistic judgments that imply wrongness and badness, the more they are being trained to look outside themselves—to outside authorities—for the definition of what constitutes right, wrong, good, and bad. When we are in contact with our feelings and needs, we humans no longer make good slaves and underlings.

The hill is paved with wild wheat. If the conifers and sagebrush are soloists, the wheat field is a corps de ballet, each stem following all the rest in bursts of movement, a million ballerinas bending, one after the other, as great gales dent their golden heads. The shape of that dent lasts only a moment, and is as close as anyone gets to seeing wind.

Policy makers and politicians want more STEM; educators want more STEAM. Both, in ways that are eerily similar, are engaging in social engineering to support an ideology. At the macro-level, in both worlds, it’s all about teaching a point of view, rather than teaching students to learn. We seem hell bent on an arbitrarily linear approach to engineering a “useful” or job-securing education, from which we continue to get mixed results.

the crunch too much too little too fat too thin or nobody. laughter or tears haters lovers strangers with faces like the backs of thumb tacks armies running through streets of blood waving winebottles bayoneting and fucking virgins. or an old guy in a cheap room with a photograph of M. Monroe. there is a loneliness in this world so great that you can see it in the slow movement of the hands of a clock. people so tired mutilated either by love or no love. people just are not good to each other one on one. the rich are not good to the rich the poor are not good to the poor. we are afraid. our educational system tells us that we can all be big-ass winners. it hasn’t told us about the gutters or the suicides. or the terror of one person aching in one place alone untouched unspoken to watering a plant. people are not good to each other. people are not good to each other. people are not good to each other. I suppose they never will be. I don’t ask them to be. but sometimes I think about it. the beads will swing the clouds will cloud and the killer will behead the child like taking a bite out of an ice cream cone. too much too little too fat too thin or nobody more haters than lovers. people are not good to each other. perhaps if they were our deaths would not be so sad. meanwhile I look at young girls stems flowers of chance. there must be a way. surely there must be a way we have not yet thought of. who put this brain inside of me? it cries it demands it says that there is a chance. it will not say “no.

Single-strand identities do not exist in a household, let alone in a nation. When America is at its best, we acknowledge the complexity of our societies and the complicating reality of how we experience this country—and its obstacles. Yet we never lose sight of the fact that we all want the same thing. We want education. We want economic security. We want health care. Identity politics pushes leaders to understand that because of race, class, gender, sexual orientation/gender identity, and national origin, people confront obstacles that stem from these identities. Successful leaders who wish to engage the broadest coalition of voters have to demonstrate that they understand that the barriers are not uniform and, moreover, that they have plans to tackle these impediments. The greatest politicians display both of these capacities, and they never forget that the destination—regardless of identity—is the same: safety, security, and opportunity.

HONOR ROLL Like a GIRL.

I believe that failure is the starting point for success. You can either run from it or learn from it, and in difficulties, you can find opportunities.

New Rule: America must stop bragging it's the greatest country on earth, and start acting like it. I know this is uncomfortable for the "faith over facts" crowd, but the greatness of a country can, to a large degree, be measured. Here are some numbers. Infant mortality rate: America ranks forty-eighth in the world. Overall health: seventy-second. Freedom of the press: forty-fourth. Literacy: fifty-fifth. Do you realize there are twelve-year old kids in this country who can't spell the name of the teacher they're having sex with? America has done many great things. Making the New World democratic. The Marshall Plan. Curing polio. Beating Hitler. The deep-fried Twinkie. But what have we done for us lately? We're not the freest country. That would be Holland, where you can smoke hash in church and Janet Jackson's nipple is on their flag. And sadly, we're no longer a country that can get things done. Not big things. Like building a tunnel under Boston, or running a war with competence. We had six years to fix the voting machines; couldn't get that done. The FBI is just now getting e-mail. Prop 87 out here in California is about lessening our dependence on oil by using alternative fuels, and Bill Clinton comes on at the end of the ad and says, "If Brazil can do it, America can, too!" Since when did America have to buck itself up by saying we could catch up to Brazil? We invented the airplane and the lightbulb, they invented the bikini wax, and now they're ahead? In most of the industrialized world, nearly everyone has health care and hardly anyone doubts evolution--and yes, having to live amid so many superstitious dimwits is also something that affects quality of life. It's why America isn't gonna be the country that gets the inevitable patents in stem cell cures, because Jesus thinks it's too close to cloning. Oh, and did I mention we owe China a trillion dollars? We owe everybody money. America is a debtor nation to Mexico. We're not a bridge to the twenty-first century, we're on a bus to Atlantic City with a roll of quarters. And this is why it bugs me that so many people talk like it's 1955 and we're still number one in everything. We're not, and I take no glee in saying that, because I love my country, and I wish we were, but when you're number fifty-five in this category, and ninety-two in that one, you look a little silly waving the big foam "number one" finger. As long as we believe being "the greatest country in the world" is a birthright, we'll keep coasting on the achievements of earlier generations, and we'll keep losing the moral high ground. Because we may not be the biggest, or the healthiest, or the best educated, but we always did have one thing no other place did: We knew soccer was bullshit. And also we had the Bill of Rights. A great nation doesn't torture people or make them disappear without a trial. Bush keeps saying the terrorist "hate us for our freedom,"" and he's working damn hard to see that pretty soon that won't be a problem.

Although they felt pretty good about their “traditional” teaching, they knew they could do better. The flipped classroom approach, like all good educational ideas, stemmed from the needs of their students.

It was Daisuke's conviction that all morality traced its origins to social realities. He believed there could be no greater confusion of cause and effect than to attempt to conform social reality to a rigidly predetermined notion of morality. Accordingly, he found the ethical education conducted by lecture in Japanese schools utterly meaningless. In the schools, students were either instructed in the old morality or crammed with a morality suited to the average European. For an unfortunate people beset by the fierce appetites of life, this amounted to nothing more than vain, empty talk. When the recipients of this education saw society before their eyes, they would recall those lectures and burst out laughing. Or else they would feel that they had been made fools of. In Daisuke's case it was not just school; he had received the most rigorous and least functional education from his father. Thanks to this, he had at one time experienced acute anguish stemming from contradictions. Daisuke even felt bitter over it.

To that point, he had always found the vicomtesse overflowing with friendly politeness, that sweet-flowing grace conferred by an aristocratic education, and which is never truly there unless it comes, automatically and unthinkingly, straight from the heart. [...] For anyone who had learned the social code, and Rastignac had absorbed it all in a flash, these words, that gesture, that look, that inflection in her voice, summed up all there was to know about the nature and the ways of men and women of her class. He was vividly aware of the iron hand underneath the velvet glove; the personality, and especially the self-centeredness, under the polished manners; the plain hard wood, under all the varnish. [...] Eugène had been entirely too quick to take this woman's word for her own kindness. Like all those who cannot help themselves, he had signed on the dotted line, accepting the delightful contract binding both benefactor and recipient, the very first clause of which makes clear that, as between noble souls, perfect equality must be forever maintained. Beneficience, which ties people together, is a heavenly passion, but a thoroughly misunderstood one, and quite as scarce as true love. Both stem from the lavish nature of great souls.

As I reflected in my bed about this day's event, of creatures small and great, you see, a change I underwent. I felt a part of something grand, beyond what I can see. I felt a part of everything, and everything of me.

At least part of Pakistan’s quality of education problem stems from its ideological orientation. The goal of education in Pakistan is not to enable critical thinking but to produce skilled professionals capable of applying transferred information instead of being able to think for themselves. To produce soldiers, engineers and doctors indoctrinated with a specifically defined Islamic ideology, the country has ignored liberal arts and social sciences.

In China, women who are single past the age of twenty-seven are stigmatized as sheng nu, or “leftover women.” They face severe pressure from their families to marry, stemming from the widespread belief that regardless of education and professional achievement, a woman is “absolutely nothing until she is married.” One thirty-six-year-old economics professor was rejected by fifteen men because she had an advanced degree; her father then forbade her younger sister from going to graduate school.

Once everyone can enrich their souls for free, government subsidies for enrichment forfeit their rationale. To object, 'But most people don't use the Internet for spiritual enrichment' is actually a damaging admission that eager students are few and far between. Subsidized education's real aim isn't to make ideas and culture accessible to anyone who's interested, but to make them mandatory for everyone who *isn't* interested . . . The rise of the Internet has two unsettling lessons . . . First: the humanist case for education subsidies is flimsy today because the Internet makes enlightenment practically free. Second: the humanist case for education subsidies was flimsy all along because the Internet proves low consumption of ideas and culture stems from apathy, not poverty or inconvenience. Behold: when the price of enlightenment drops to zero, remains embarrassingly scarce.

Unschooling, at its core, vehemently rejects coercion, standardization, and the rigid grip of centralized systems. It stems from a profound understanding that education is, at its heart, a deeply personal journey—a journey undertaken by individuals who resist being confined to predetermined molds.

Dr. Mary Atwater's story was so inspiring. Growing up, Dr. Atwater had a dream to one day be a teacher. But as a black person in the American South during the 1950s, she didn't have many great educational opportunities. It didn't help that she was also a girl, and a girl who loved science, since many believed that science was a subject only for men. Well, like me, she didn't listen to what others said. And also like me, Dr. Atwater had a father, Mr. John C. Monroe, who believed in her dreams and saved money to send her and her siblings to college. She eventually got a PhD in science education with a concentration in chemistry. She was an associate director at New Mexico State University and then taught physical science and chemistry at Fayetteville State University. She later joined the University of Georgia, where she still works as a science education researcher. Along the way, she began writing science books, never knowing that, many years down the road, one of those books would end up in Wimbe, Malawi, and change my life forever. I'd informed Dr. Atwater that the copy of Using Energy I'd borrowed so many times had been stolen (probably by another student hoping to get the same magic), so that day in Washington, she presented me with my own copy, along with the teacher's edition and a special notebook to record my experiments. "Your story confirms my belief in human beings and their abilities to make the world a better place by using science," she told me. "I'm happy that I lived long enough to see that something I wrote could change someone's life. I'm glad I found you." And for sure, I'm also happy to have found Dr. Atwater.

science and reason, which has found itself in recent decades under attack on many fronts: right-wing ideologues who do not understand science; religious-right conservatives who fear science; left-wing postmodernists who do not trust science when it doesn’t support progressive tenets about human nature; extreme environmentalists who want to return to a prescientific and preindustrial agrarian society; antivaxxers who wrongly imagine that vaccinations cause autism and other maladies; anti-GMO (genetically modified food) activists who worry about Frankenfoods; and educators of all stripes who cannot articulate why Science, Technology, Engineering, and Math (STEM) are so vital to a modern democratic nation.

Luxury beliefs’ are the latest status symbol for rich Americans” by Rob Henderson New York Post, August 3, 2022 In the past, upper-class Americans used to display their social status with luxury goods. Today, they do it with luxury beliefs. People care a lot about social status. In fact, research indicates that respect and admiration from our peers are even more important than money for our sense of well-being. ...as trendy clothes and other products become more accessible and affordable, there is increasingly less status attached to luxury goods. The upper classes have found a clever solution to this problem: luxury beliefs. These are ideas and opinions that confer status on the rich at very little cost, while taking a toll on the lower class. ‘Upper-class people don a luxury belief to separate themselves from the lower class’ ... White privilege is the luxury belief that took me the longest to understand, because I grew up around poor whites. Often members of the upper-class claim that racial disparities stem from inherent advantages held by whites. Yet Asian Americans are more educated, have higher earnings and live longer than whites. Affluent whites are the most enthusiastic about the idea of white privilege, yet they are the least likely to incur any costs for promoting that belief. Rather, they raise their social standing by talking about their privilege. In other words, upper-class whites gain status by talking about their high status. When laws are enacted to combat white privilege, it won’t be the privileged whites who are harmed. Poor whites will bear the brunt. ... like with diamond rings or designer clothes of old, upper-class people don a luxury belief to separate themselves from the lower class. These beliefs, in turn, produce real, tangible consequences for disadvantaged people, further widening the divide.

Yet another hypothesis is that the religiosity of America stems paradoxically from the secularism of its constitution. Precisely because America is legally secular, religion has become free enterprise. Rival churches compete for congregations—not least for the fat tithes that they bring—and the competition is waged with all the aggressive hard-sell techniques of the marketplace. What works for soap flakes works for God, and the result is something approaching religious mania among today's less educated classes.

I fancy my father thought me an odd child, and had little fondness for me; though he was very careful in fulfilling what he regarded as a parent's duties. But he was already past the middle of life, and I was not his only son. My mother had been his second wife, and he was five-and-forty when he married her. He was a firm, unbending, intensely orderly man, in root and stem a banker, but with a flourishing graft of the active landholder, aspiring to county influence: one of those people who are always like themselves from day to day, who are uninfluenced by the weather, and neither know melancholy nor high spirits. I held him in great awe, and appeared more timid and sensitive in his presence than at other times; a circumstance which, perhaps, helped to confirm him in the intention to educate me on a different plan from the prescriptive one with which he had complied in the case of my elder brother, already a tall youth at Eton. My brother was to be his representative and successor; he must go to Eton and Oxford, for the sake of making connexions, of course: my father was not a man to underrate the bearing of Latin satirists or Greek dramatists on the attainment of an aristocratic position. But intrinsically, he had slight esteem for "those dead but sceptred spirits"; having qualified himself for forming an independent opinion by reading Potter's Aeschylus, and dipping into Francis's Horace. To this negative view he added a positive one, derived from a recent connexion with mining speculations; namely, that scientific education was the really useful training for a younger son. Moreover, it was clear that a shy, sensitive boy like me was not fit to encounter the rough experience of a public school. Mr. Letherall had said so very decidedly. Mr. Letherall was a large man in spectacles, who one day took my small head between his large hands, and pressed it here and there in an exploratory, suspicious manner - then placed each of his great thumbs on my temples, and pushed me a little way from him, and stared at me with glittering spectacles. The contemplation appeared to displease him, for he frowned sternly, and said to my father, drawing his thumbs across my eyebrows - 'The deficiency is there, sir-there; and here,' he added, touching the upper sides of my head, 'here is the excess. That must be brought out, sir, and this must be laid to sleep.' I was in a state of tremor, partly at the vague idea that I was the object of reprobation, partly in the agitation of my first hatred - hatred of this big, spectacled man, who pulled my head about as if he wanted to buy and cheapen it. ("The Lifted Veil")

In this age, which believes that there is a short cut to everything, the greatest lesson to be learned is that the most difficult way is, in the long run, the easiest. All that is set forth in books, all that seems so terribly vital and significant, is but an iota of that from which it stems and which it is within everyone’s power to tap. Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge. Men are still being taught to create by studying other men’s works or by making plans and sketches never intended to materialize. The art of writing is taught in the classroom instead of in the thick of life. Students are still being handed models which are supposed to fit all temperaments, all kinds of intelligence. No wonder we produce better engineers than writers, better industrial experts than painters. My encounters with books I regard very much as my encounters with other phenomena of life or thought. All encounters are configurate, not isolate. In this sense, and in this sense only, books are as much a part of life as trees, stars or dung. I have no reverence for them per se. Nor do I put authors in any special, privileged category. They are like other men, no better, no worse. They exploit the powers given them, just as any other order of human being. If I defend them now and then — as a class — it is because I believe that, in our society at least, they have never achieved the status and the consideration they merit. The great ones, especially, have almost always been treated as scapegoats.

This difference between Eastern and Western education can be traced to the disparity that divides Muslim immigrants from their children. Islamic cultures tend to establish people of high status as authorities whereas the authority in Western culture is reason itself. These alternative seats of authority permeate the mind, determining the moral outlook of whole societies. When authority is derived from position rather than reason, the act of questioning leadership is dangerous because it has the potential to upset the system. Dissention is reprimanded and obedience in rewarded. Correct and incorrect courses of action are assessed socially, not individually. A person’s virtue is thus determined by how well he meets social expectations, not by an individual determination of right and wrong. Thus positional authority yields a society that determines right and wrong based on honor and shame. On the other hand, when authority is derived from reason, questions are welcome because critical examination sharpens the very basis of authority. Each person is expected to criticially examine his own course of action. Correct and incorrect courses of action are assessed individually. A person’s virtue is determined by whether he does what he knows to be right and wrong. Rational authority creates a society which determines right and wrong based on innocence and guilt. Much of the West’s inability to understand the East stems from the paradigmatic schism between honor/ shame cultures and innocence/ guilt cultures. Of course, the matter is quite complex, and elements of both paradigms are present in both the East and the West. But the honor/ shame spectrum is the operative paradigm that drives the East and it is hard for Westerners to understand.

There used to be a saying “In individuals, insanity is rare; but in groups, parties, nations and epochs, it is the rule.” But as the world became networked first through newspapers, then radio, television and then the Internet mass neurosis spread more and more rapidly until a generation into the internet the average neurosis level of young adults was the same as mental patients had been in their grandparents time. The popular consensus was that knowledge was available for all, but the trade-off had become that intellectual rigour was lost and all knowledge regardless of veracity become regarded as the same worth. What was more, in the West a concept came about that knowledge should be free. This rapidly eliminated the resources which would have allow talented individuals to generate intellectual property rather than be wage slaves. The anti-intellectual trend which stemmed from the origins of universal free education expanded and insulting terms were applied to intellectuals confabulating intelligence and knowledge with poor social skills and inadequate emotional development. While this was attractive to the masses who felt that everyone had a right to equal intelligence and that any tests purporting to show differences were by definition false this offset any benefits that broader access to knowledge might have brought deterring many of the more able from high levels of attainment in a purely intellectual sphere. Combined with a belief that internalization of knowledge was no longer necessary – that it was all there on the Internet reduced the possible impact substantially as ideas on an external network could never cross pollinate and form a network of concepts in the minds of those whose primary skill was to search rather than to link concepts already internalized.

Over the last three centuries our historical reception of folk and fairy tales has been so negatively twisted by aesthetic norms, educational standards and market conditions that we can no longer distinguish folk tales from fairy tales nor recognize that the impact of these narratives stems from their imaginative grasp and symbolic depiction of social realities. Folk and fairy tales are generally confused with one another and taken as make-believe stories with no direct reference to a particular community or historical tradition. Their own specific ideology and aesthetics are rarely seen in the light of a diachronic historical development which has great bearing on our cultural self-understanding.

On every trip to Kya's, Tate took school or library books, especially on marsh creatures and biology. Her progress was startling. She could read anything now, her said, and once you can read anything you can learn everything. It was up to her. "Nobody's come close to filling their brains," he said. "We're all like giraffes not using their necks to reach the higher leaves." Alone for hours, by the light of the lantern, Kya read how plants and animals change over time to adjust to the ever-shifting earth; how some cells divide and specialize into lungs or hearts, while others remain uncommitted as stem cells in case they're needed later. Birds sing mostly at dawn because the cool, moist air of morning carries their songs and their meanings much farther. All her life, she'd seen these marvels at eye level, so nature's ways came easily to her.

Terms and sayings like “I’m not racist” and “race neutral” and “post-racial” and “color-blind” and “only one race, the human race” and “only racists speak about race” and “Black people can’t be racist” and “White people are evil” are bound to fail in identifying and eliminating racist power and policy. Stratagems flouting intersectionality are bound to fail the most degraded racial groups. Civilizing programs will fail since all racial groups are already on the same cultural level. Behavioral-enrichment programs, like mentoring and educational programs, can help individuals but are bound to fail racial groups, which are held back by bad policies, not bad behavior. Healing symptoms instead of changing policies is bound to fail in healing society. Challenging the conjoined twins separately is bound to fail to address economic-racial inequity. Gentrifying integration is bound to fail non-White cultures. All of these ideas are bound to fail because they have consistently failed in the past. But for some reason, their failure doesn’t seem to matter: They remain the most popular conceptions and strategies and solutions to combat racism, because they stem from the most popular racial ideologies.

The essence of Roosevelt’s leadership, I soon became convinced, lay in his enterprising use of the “bully pulpit,” a phrase he himself coined to describe the national platform the presidency provides to shape public sentiment and mobilize action. Early in Roosevelt’s tenure, Lyman Abbott, editor of The Outlook, joined a small group of friends in the president’s library to offer advice and criticism on a draft of his upcoming message to Congress. “He had just finished a paragraph of a distinctly ethical character,” Abbott recalled, “when he suddenly stopped, swung round in his swivel chair, and said, ‘I suppose my critics will call that preaching, but I have got such a bully pulpit.’ ” From this bully pulpit, Roosevelt would focus the charge of a national movement to apply an ethical framework, through government action, to the untrammeled growth of modern America. Roosevelt understood from the outset that this task hinged upon the need to develop powerfully reciprocal relationships with members of the national press. He called them by their first names, invited them to meals, took questions during his midday shave, welcomed their company at day’s end while he signed correspondence, and designated, for the first time, a special room for them in the West Wing. He brought them aboard his private railroad car during his regular swings around the country. At every village station, he reached the hearts of the gathered crowds with homespun language, aphorisms, and direct moral appeals. Accompanying reporters then extended the reach of Roosevelt’s words in national publications. Such extraordinary rapport with the press did not stem from calculation alone. Long before and after he was president, Roosevelt was an author and historian. From an early age, he read as he breathed. He knew and revered writers, and his relationship with journalists was authentically collegial. In a sense, he was one of them. While exploring Roosevelt’s relationship with the press, I was especially drawn to the remarkably rich connections he developed with a team of journalists—including Ida Tarbell, Ray Stannard Baker, Lincoln Steffens, and William Allen White—all working at McClure’s magazine, the most influential contemporary progressive publication. The restless enthusiasm and manic energy of their publisher and editor, S. S. McClure, infused the magazine with “a spark of genius,” even as he suffered from periodic nervous breakdowns. “The story is the thing,” Sam McClure responded when asked to account for the methodology behind his publication. He wanted his writers to begin their research without preconceived notions, to carry their readers through their own process of discovery. As they educated themselves about the social and economic inequities rampant in the wake of teeming industrialization, so they educated the entire country. Together, these investigative journalists, who would later appropriate Roosevelt’s derogatory term “muckraker” as “a badge of honor,” produced a series of exposés that uncovered the invisible web of corruption linking politics to business. McClure’s formula—giving his writers the time and resources they needed to produce extended, intensively researched articles—was soon adopted by rival magazines, creating what many considered a golden age of journalism. Collectively, this generation of gifted writers ushered in a new mode of investigative reporting that provided the necessary conditions to make a genuine bully pulpit of the American presidency. “It is hardly an exaggeration to say that the progressive mind was characteristically a journalistic mind,” the historian Richard Hofstadter observed, “and that its characteristic contribution was that of the socially responsible reporter-reformer.

The novelty of the new, as noted earlier, stems from the unfolding of the known into larger, brighter, more richly contoured surfaces. Consequently, it can never be innovative in an absolute sense; in part, it is always the continuation of the cognitively existent by other means. Here, novelty and greater explicitness amount to the same thing. We can therefore say that the higher the degree of explicitness, the deeper the possible, indeed inevitable disconcertment caused by the newly acquired knowledge. I have previously accepted as a conventional fact that this table is made of cherrywood; I acknowledge with the tolerance of the educated that the cherrywood consists of atoms, even though these oft-cited atoms, these epistemological contemporaries of the twentieth century, possess no greater reality for me than unicorn powder or Saturnian influences. That these cherrywood atoms dissolve into a mist of sub-atomic almost-nothings upon further explication - this is something that I, as an end consumer of physical Enlightenment, must accept, even if it goes decisively against my assumptions about the substantiality of substance. The final explanation illustrates most emphatically how the later knowledge tends to be the more disconcerting.

Keep Your Ego at Bay; Stay Humble   Have you felt that urgent desire to feel important, to feel special and to feel way above over other people? As a graduate, do you think you have the best education and do you think you deserve that job opening more over the other guy? Do you think you have accomplished so much in life that you deserve better than your peers? If so, maybe your ego is getting the best of you. When you act based on your ego, there is a great chance that you will be at odds with the world and the people around you. You feel that you are more special than others because of your accomplishments, your education, your work and your possession. Because of that, you are failing to see others’ worth and importance. You only act based on what you think, because your opinion is the only one that matters. You barely admit mistakes; hence, you are depriving yourself of the opportunity to grow because you believe that you got everything you need. You are tarnishing your relationship with others by alienating them with your attitude. Ultimately, you are missing a lot in life! Dr. Dryer preaches about a life of humility and respect for one’s self and others. He always reminds his readers, students and followers to keep their ego at bay and stay humble. He believes in the universal truth that individuals are more common than different with each other; that no one is above someone or more special than others. He believes in the perfect being, the invisible force that created all of us, and so we are one and the same, just performing our own duty in this universe. Our ego stems from our desire to gain recognition from our achievements and hard work. There is nothing wrong with that. Humans crave to be recognized because it is one of the best feelings in the world. However, when you become overly attached to that idea and your entitlement, that is where ego comes in and it does more bad than good to you. The best way to be recognized is to stay humble and modest of your accomplishments. Your achievements sound the loudest when you are not telling it to everyone. You can only earn the highest of respect when you give the same amount of respect to others and to yourself. You can only feel truly special when you are not trying to be over someone else’s head, but rather carry others on your back to lift them up. That is what matters the most.

Once a little boy went to school. One morning, when the little boy had been in school a while, his teacher said: “Today we are going to make a picture.” “Good!” thought the little boy. He liked to make pictures. He could make all kinds. Lions and tigers, Chickens and cows, trains and boats, and he took out his box of crayons and began to draw. But the teacher said: “Wait! It is not time to begin!” And she waited until everyone looked ready. “Now,” said the teacher, “We are going to make flowers.” “Good!” thought the little boy, he liked to make flowers, and he began to make beautiful ones with his pink and orange and blue crayons. But the teacher said “Wait! And I will show you how.” And it was red with a green stem. “There,” said the teacher, “Now you may begin.” The little boy looked at the teacher’s. Then he looked at this own flower. He liked his flower better than the teacher’s. But he did not say this. He just turned his paper over. And made a flower like the teacher’s. It was red with a green stem. On another day, when the little boy had opened the door from the outside all by himself, the teacher said: “Today we are going to make something with clay.” “Good!” thought the little boy. Snakes and snowmen, elephants and mice, cars, and trucks, and he began to pull and pinch his ball of clay. But the teacher said: “Wait!” It is not time to begin!” And she waited until everyone looked ready. “Now,” said the teacher, “We are going to make a dish.” He liked to make dishes. And he began to make some that were all shapes and sizes. But the teacher said, “Wait! And I will show you how.” And she showed everyone how to make a deep dish. “There,” said the teacher. “Now you may begin.” The little boy looked at the teacher’s dish, then he looked at his own. He liked his dish better than the teacher’s. But he did not say this. He just rolled his clay into a big ball again. And made a dish like the teacher’s. It was a deep dish. And pretty soon the little boy learned to wait, and to watch and to make things just like the teacher. And pretty soon he didn’t make things of his own anymore. Then it happened that the little boy and his family moved to another house, in another city, and the little boy had to go to another school. And the very first day he was there the teacher said: “Today we are going to make a picture.” “Good!” Thought the little boy and he waited for the teacher to tell him what to do. But the teacher didn’t say anything. She just walked around the room. When she came to the little boy she said, “Don’t you want to make a picture?” “Yes,” said the little boy. “What are we going to make?” “I don’t know until you make it,” said the teacher. “How shall I make it?” asked the little boy. “Why, any way you like,” said the teacher. “Any color?” asked the little boy. “Any color,” said the teacher. “If everyone made the same picture, and the used the same colors, how would I know who made what?” “I don’t know,” said the little boy. And he began to make a red flower with a green stem.

The second aspect of the moral appeal of the inner-child movement is consolation. Life is full of setbacks. People we love reject us. We don't get the jobs we want. We get bad grades. Our children don't need us anymore. We drink too much. We have no money. We are mediocre. We lose. We get sick. When we fail, we look for consolation, one form of which is to see the setback as something other than failure-to interpret it in a way that does not hurt as much as failure hurts. Being a victim, blaming someone else, or even blaming the system is a powerful and increasingly widespread form of consolation. It softens many of life's blows. Such shifts of blame have a glorious past. Alcoholics Anonymous made the lives of millions of alcoholics more bearable by giving them the dignity of a “disease” to replace the ignominy of “failure,” “immorality,” or “evil.” Even more important was the civil rights movement. From the Civil War to the early 1950s, black people in America did badly-by every statistic. How did this get explained? “Stupid,” “lazy,” and “immoral” were the words shouted by demagogues or whispered by the white gentry. Nineteen fifty-four marks the year when these explanations began to lose their power. In Brown v. Board of Education, the Supreme Court held that racial segregation in schools was illegal. People began to explain black failure as “inadequate education,” “discrimination,” and “unequal opportunity.” These new explanations are literally uplifting. In technical terms, the old explanations—stupidity and laziness—are personal, permanent, and pervasive. They lower self-esteem; they produce passivity, helplessness, and hopelessness. If you were black and you believed them, they were self-fulfilling. The new explanations—discrimination, bad schools, lean opportunities are impersonal, changeable, and less pervasive. They don't deflate self-esteem (in fact, they produce anger instead). They lead to action to change things. They give hope. The recovery movement enlarges on these precedents. Recovery gives you a whole series of new and more consoling explanations for setbacks. Personal troubles, you're told, do not result as feared from your own sloth, insensitivity, selfishness, dishonesty, self-indulgence, stupidity, or lust. No, they stem from the way you were mistreated as a child. You can blame your parents, your brother, your teachers, your minister, as well as your sex and race and age. These kinds of explanations make you feel better. They shift the blame to others, thereby raising self-esteem and feelings of self-worth. They lower guilt and shame. To experience this shift in perspective is like seeing shafts of sunlight slice through the clouds after endless cold, gray days. We have become victims, “survivors” of abuse, rather than “failures” and “losers.” This helps us get along better with others. We are now underdogs, trying to fight our way back from misfortune. In our gentle society, everyone roots for the underdog. No one dares speak ill of victims anymore. The usual wages of failure—contempt and pity—are transmuted into support and compassion. So the inner-child premises are deep in their appeal: They are democratic, they are consoling, they raise our self-esteem, and they gain us new friends. Small wonder so many people in pain espouse them.

My hesitation to send Lotus to public school was not based on the caliber of the teachers. It stemmed from the very nature of conventional education.

Rapid and accelerating digitization is likely to bring economic rather than environmental disruption, stemming from the fact that as computers get more powerful, companies have less need for some kinds of workers. Technological progress is going to leave behind some people, perhaps even a lot of people, as it races ahead. As we’ll demonstrate, there’s never been a better time to be a worker with special skills or the right education, because these people can use technology to create and capture value. However, there’s never been a worse time to be a worker with only ‘ordinary’ skills and abilities to offer, because computers, robots, and other digital technologies are acquiring these skills and abilities at an extraordinary rate.

Why are They Converting to Islam? - Op-Eds - Arutz Sheva One of the things that worries the West is the fact that hundreds and maybe even thousands of young Europeans are converting to Islam, and some of them are joining terror groups and ISIS and returning to promote Jihad against the society in which they were born, raised and educated. The security problem posed by these young people is a serious one, because if they hide their cultural identity, it is extremely difficult for Western security forces to identify them and their evil intentions. This article will attempt to clarify the reasons that impel these young people to convert to Islam and join terrorist organizations. The sources for this article are recordings made by the converts themselves, and the words they used, written here, are for the most part unedited direct quotations. Muslim migration to Europe, America and Australia gain added significance in that young people born in these countries are exposed to Islam as an alternative to the culture in which they were raised. Many of the converts are convinced that Islam is a religion of peace, love, affection and friendship, based on the generous hospitality and warm welcome they receive from the Moslem friends in their new social milieu. In many instances, a young person born into an individualistic, cold and alienating society finds that Muslim society provides  – at college, university or  community center – a warm embrace, a good word, encouragement and help, things that are lacking in the society from which he stems. The phenomenon is most striking in the case of those who grew up in dysfunctional families or divorced homes, whose parents are alcoholics, drug addicts, violent and abusive, or parents who take advantage of their offspring and did not give their children a suitable emotional framework and model for building a normative, productive life. The convert sees his step as a mature one based on the right of an individual to determine his own religious and cultural identity, even if the family and society he is abandoning disagree. Sometimes converting to Islam is a form of parental rebellion. Often, the convert is spurned by his family and surrounding society for his decision, but the hostility felt towards Islam by his former environment actually results in his having more confidence in the need for his conversion. Anything said against conversion to Islam is interpreted as unjustified racism and baseless Islamophobia. The Islamic convert is told by Muslims that Islam respects the prophets of its mother religions, Judaism and Christianity, is in favor of faith in He Who dwells on High, believes in the Day of Judgment, in reward and punishment, good deeds and avoiding evil. He is convinced that Islam is a legitimate religion as valid as Judaism and Christianity, so if his parents are Jewish or Christian, why can't he become Muslim? He sees a good many positive and productive Muslims who benefit their society and its economy, who have integrated into the environment in which he was raised, so why not emulate them? Most Muslims are not terrorists, so neither he nor anyone should find his joining them in the least problematic. Converts to Islam report that reading the Koran and uttering the prayers add a spiritual meaning to their lives after years of intellectual stagnation, spiritual vacuum and sinking into a materialistic and hedonistic lifestyle. They describe the switch to Islam in terms of waking up from a bad dream, as if it is a rite of passage from their inane teenage years. Their feeling is that the Islamic religion has put order into their lives, granted them a measuring stick to assess themselves and their behavior, and defined which actions are allowed and which are forbidden, as opposed to their "former" society, which couldn't or wouldn't lay down rules. They are willing to accept the limitations Islamic law places on Muslims, thereby "putting order into their lives" after "a life of in

It was common for my father to sit my sisters down and tell them things like, "I saw a girl working in the bank in town, and she was a girl just like you." My parents had never completed primary school. They couldn't speak English or even read that well. My parents only knew the language of numbers, buying and selling, but they wanted more for their kids. That's why my father had scraped the money together and kept Annie in school, despite the famine and other troubles.

Civil-military relations in modern America are characterized more by paradox than by consistency: ordinary Americans support the military more than ever but know less about it than ever. In Washington, senior government policymakers simultaneously overestimate the military’s capabilities and mistrust the military leadership. The US military is widely viewed as the strongest military in the history of the world, but military leaders view conventional military tools as less and less useful for dealing with the complex security threats we face today. Meanwhile, although the military itself is more professional than ever, its internal structures—from recruiting, training, and education to personnel policies—lag badly behind those in most civilian workplaces, making it difficult for the military to change from within. These paradoxes both reflect and contribute to an underlying conundrum. In today’s world, where security challenges increasingly stem from nonstate actors, the cyber domain, the diffuse effects of climate change, and similar nontraditional sources, it is growing ever more difficult to clearly define the US military’s role and mission. We no longer have a coherent basis for distinguishing between war and “not war,” or between military force and other forms of coercion and manipulation. In such a context, we no longer know what kind of military we need, or how to draw sensible lines between civilian and military tasks and roles.

> In the 21st century, intellectual capital is what will matter in the job market and will help a country grow its economy. Investments in biosciences, computers and electronics, engineering, and other growing high-tech industries have been the major differentiator in recent decades. More careers than ever now require technical skills so in order to be competitive in those fields, a nation must invest in STEM studies. Economic growth has slowed and unemployment rates have spiked, making employers much pickier about qualifications to hire. There is now an overabundance of liberal arts majors. A study from Georgetown University lists the five college majors with the highest unemployment rates (crossed against popularity): clinical psychology, 19.5 percent; miscellaneous fine arts, 16.2 percent; U.S. history, 15.1 percent; library science, 15 percent; and (tied for No. 5) military technologies and educational psychology, 10.9 percent each. Unemployment rates for STEM subjects hovered around 0 to 3 percent: astrophysics/astronomy, around 0 percent; geological and geophysics engineering, 0 percent; physical science, 2.5 percent; geosciences, 3.2 percent; and math/computer science, 3.5 percent. 

Life-alienating communication both stems from and supports hierarchical or domination societies, where large populations are controlled by a small number of individuals to those individuals’ own benefit. It would be in the interest of kings, czars, nobles, and so forth that the masses be educated in a way that renders them slavelike in mentality. The language of wrongness, should, and have to is perfectly suited for this purpose: the more people are trained to think in terms of moralistic judgments that imply wrongness and badness, the more they are being trained to look outside themselves—to outside authorities—for the definition of what constitutes right, wrong, good, and bad. When we are in contact with our feelings and needs, we humans no longer make good slaves and underlings.

Father Joe grinned. “What is good, and what is evil?” People shifted uncomfortably in their chairs. “Islam says good is doing whatever Allah has decreed is good. Evil is the opposite. Hinduism talks about ignorance that causes one to err and those errors are the karma of past lives that hurt one in the present. Not only is evil inevitable in creation, but it is said to be a good thing, a necessary part of the universe, the will of Brahma, the creator. If the gods are responsible for the existence of evil in the world, they either create it willingly—and are thus evil themselves—or are forced to create it by the higher law of karma, which makes them weak. “Buddhism disagrees. In fact, the whole of life for the Buddhist is suffering that stems from the wrong desire to perpetuate the illusion of personal existence. The Noble Truth of Suffering, dukkha, is this: ‘Birth is suffering; aging is suffering; sickness is suffering; death is suffering; sorrow and lamentation, pain, grief, and despair are suffering; association with the unpleasant is suffering; dissociation from the pleasant is suffering; not to get what one wants is suffering—in brief, the five aggregates of attachment are suffering.’ Samyutta Nikaya 56, 11. According to that belief, good is the complete abolition of personhood, because that is what ends suffering. “The monotheistic religions go another route. Now listen to this: “‘When you reap your harvest, leave the corners of your field for the poor. When you pluck the grapes in your vineyard, leave those grapes that fall for the poor and the stranger. Do not steal; don’t lie to one another, or deny a justified accusation against you. Don’t use My name to swear to a lie. Don’t extort your neighbor, or take what is his, or keep the wages of a day laborer overnight. Don’t curse a deaf man or put a stumbling block before a blind man. Don’t misuse the powers of the law to give special consideration to the poor or preferential honor to the great; according to what is right shall you judge your neighbor. Don’t stand by when the blood of your neighbor is spilled. Don’t hate your fellow man in your heart but openly rebuke him. Do not take revenge nor bear a grudge. Love your neighbor’s well-being as if it were your own.’ “And overarching all these commandments is the supreme admonition not to be good but to be holy, ‘because I am holy.’” The class looked stunned. “Pretty specific, no?” He smiled. “Especially in contrast to the detachment from life of the Eastern religions. In this, we find perhaps the greatest piece of moral education and legislation ever given to mankind in all human history. Do any of you recognize the source?” “Gospels?” someone guessed. “It’s from the Old Testament of the Jews. From the book of Leviticus.

Tomorrow Was Yesterday” dealt with the discovery by the Enterprise of a giant “universe” or “generation” ship—that is, a slower-than-light spaceship that would take generations to reach its destination because they lacked the power to traverse the vast distances between the stars any faster. The Voyager was a colony ship that had been launched from Earth hundreds of years previously, but only now were Federation ships catching up to it, the Enterprise being the first. Unfortunately, after hundreds of years, the people inside had forgotten that they were aboard a spaceship—instead they believed their enclosed world to be the totality of existence. Part of the reason for this stemmed from a mutiny in their long forgotten past, a mutiny that had left the Voyager’s population divided into two armed camps. The elite were descendants of the well educated, and they had a high standard of living in their part of the ship. The downtrodden oppressed were descendants of the mutineers. Now, the Voyager was a giant sphere, or cylinder. Artificial gravity was provided by spinning the ship to create centrifugal force; therefore, from a shipside point of view, down was outward, up was toward the center. The upper levels in the center of the ship were where the control room was located

Briefly, the book’s central arguments are these: 1. Rapid productivity growth in the modern economy has led to cost trends that divide its output into two sectors, which I call “the stagnant sector” and “the progressive sector.” In this book, productivity growth is defined as a labor-saving change in a production process so that the output supplied by an hour of labor increases, presumably significantly (Chapter 2). 2. Over time, the goods and services supplied by the stagnant sector will grow increasingly unaffordable relative to those supplied by the progressive sector. The rapidly increasing cost of a hospital stay and rising college tuition fees are prime examples of persistently rising costs in two key stagnant-sector services, health care and education (Chapters 2 and 3). 3. Despite their ever increasing costs, stagnant-sector services will never become unaffordable to society. This is because the economy’s constantly growing productivity simultaneously increases the community’s overall purchasing power and makes for ever improving overall living standards (Chapter 4). 4. The other side of the coin is the increasing affordability and the declining relative costs of the products of the progressive sector, including some products we may wish were less affordable and therefore less prevalent, such as weapons of all kinds, automobiles, and other mass-manufactured products that contribute to environmental pollution (Chapter 5). 5. The declining affordability of stagnant-sector products makes them politically contentious and a source of disquiet for average citizens. But paradoxically, it is the developments in the progressive sector that pose the greater threat to the general welfare by stimulating such threatening problems as terrorism and climate change. This book will argue that some of the gravest threats to humanity’s future stem from the falling costs of these products, rather than from the rising costs of services like health care and education (Chapter 5). The central purpose of this book is to explain why the costs of some labor-intensive services—notably health care and education—increase at persistently above-average rates. As long as productivity continues to increase, these cost increases will persist. But even more important, as the economist Joan Robinson rightly pointed out so many years ago, as productivity grows, so too will our ability to pay for all of these ever more expensive services.

Labor income now figures prominently even at the very sharpest peak of the distribution. Eight of the ten richest Americans today owe their wealth not to inheritance or to returns on inherited capital but rather to compensation earned through entrepreneurial or managerial labor, paid in the form of founder’s stock or partnership shares. A slightly broader view reveals that the Forbes list of the four hundred richest Americans has also seen its center of gravity shift away from people who owe their wealth to inherited capital and toward those whose wealth stems (originally) from their own labor. Whereas in the early 1980s, only four in ten of the Forbes 400 were predominantly “self-made,” today nearly seven in ten are. And whereas in 1984, purely inherited fortunes outnumbered purely self-made ones in the list by a factor of ten to one, by 2014, purely self-made fortunes had come to outnumber purely inherited ones. Indeed, the share of the four hundred top incomes attributable specifically to salaries grew by half between 1961 and 2007, and the share going to people with no college education fell by over two-thirds between 1982 and 2011. The shift toward labor income at the very top has been sufficiently pronounced to change the balance of industries in which the super-rich acquire their fortunes. In the inaugural 1982 version of the Forbes list, 15.5 percent of the people on the list owed their wealth to capital-intensive manufacturing, and only 9 percent came from labor-intensive finance. By 2012, only 3.8 percent of the list came from manufacturing and a full 24 percent from finance.

Children these days are very intelligent and brilliant, they are enthusiastic in nature. We need to grow their knowledge, understanding, and curiosity using the STEM education.

If the conifers and sagebrush are soloists, the wheat field is a corps de ballet, each stem following all the rest in bursts of movement, a million ballerinas bending, one after the other, as great gales dent their golden heads. The shape of that dent lasts only a moment, and is as close as anyone gets to seeing wind.

Just like the sacrifice of parenting, teaching is a daily 'giving away' of myself. I give my time and my energy, my knowledge and my care. I give stories and I give listening. I give my attention and my interest. I give of myself. I give myself away. And I do it because I love it - because I love seeing children grow and learn and develop. I invest in my students, letting them know that I see them, that I believe they can learn, that I value their efforts... That they are important to me. And I do this, this giving and investing, because I know that the best kind of teaching stems from an authentic relationship. Don't tell them what you know until you show them that you care.

In the morning before turning to work I happened to think of the outcry of the intellectuals when the bay bridges were being built during the depression. The intellectual sees man's handiwork as a defacement. His glorification of nature stems partly from his deprecation of practical achievement. He does not object to monuments, statues, and non-utilitarian structures. The fact that bridges and freeways are utilitarian prompts him to see them as a defilement. With common people it is the other way around: they see man's work as an enhancement of nature. On the whole, common people have a better opinion of mankind than do the educated. If it is true as Bergson says that the 'human nature from which we turn away is the human nature we discover in the depths of our being" then the intellectual is in a hell of a fix. There is no getting away from it: education does not educate and gentle the heart.

Education is the foundation for your future, STEM education is the leveller for all to be successful in the future needs of humanity.  To achieve equality in STEM we need to remind all that education is the common focus and drive.

We can't get the future we wanted if we fail to take advantage of the STEM education, we must open students all over the world to it, in order for us to get the future we can all be proud of.

No investment in STEM education is too big or small, we must invest in it always, our investment in it will pave way for future growth in science, technology, engineering, and mathematics.

Research and development is very important in the growth and success of mankind, no nation or people becomes great without these two, and the STEM education is here to assist us.

In order for us to sustain growth and stability, there is need for us to embrace and promote the STEM education, STEM education is a gateway to improved economy, and also an avenue for technological advancement.

STEM education is very important to mankind just like the water we drink and the air we breathe in, we need it to produce more critical thinkers, problem solvers, innovators, and the world best economy drivers.

I took a dozen of my top managers to Argentina, to the windswept mountains of the real Patagonia, for a walkabout. In the course of roaming around those wildlands, we asked ourselves why we were in business and what kind of business we wanted Patagonia to be. A billion-dollar company? Okay, but not if it meant we had to make products we couldn’t be proud of. We also discussed what we could do to help stem the environmental harm we caused as a company. We talked about the values we had in common and the shared culture that had brought everyone to Patagonia, Inc., and not to another company.

fund-raising calls; I have to depose a witness that day!” Sure, Ruth Bader Ginsburg, that’s fine. But when we can’t buy new beakers for the science lab and your daughter’s lack of a STEM education leads her to a life as a Hooters waitress, don’t cry to me about chicken wings. Unfortunately,

Opponents of evolution, climate disruption, vaccines, birth control, stem-cell research, HPV vaccination, sex education, and other science issues are all using the same methods.

Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.

It is said that the situation is considerably better in early infancy, and that in the first six months of life an extensive injury to the dominant hemisphere may compel the normally secondary hemisphere to take its place; so that the patient appears far more nearly normal than he would be had the injury occurred at a later stage. This is quite in accordance with the general great flexibility shown by the nervous system in the early weeks of life, and the great rigidity which it rapidly develops later. It is possible that, short of such serious injuries, handedness is reasonably flexible in the very young child. However, long before the child is of school age, the natural handedness and cerebral dominance are established for life. It used to be thought that left-handedness was a serious social disadvantage. With most tools, school desks, and sports equipment primarily made for the right-handed, it certainly is to some extent. In the past, moreover, it was viewed with some of the superstitious disapproval that has attached to so many minor variations from the human norm, such as birthmarks or red hair. From a combination of motives, many people have attempted and even succeeded, in changing the external handedness of their children by education, though of course they could not change its physiological basis in hemispheric dominance. It was then found that in very many cases these hemispheric changelings suffered from stuttering and other defects of speech, reading, and writing, to the extent of seriously wounding their prospects in life and their hopes for a normal career. We now see at least one possible explanation for the phenomenon. With the education of the secondary hand, there has been a partial education of that part of the secondary hemisphere which deals with skilled motions, such as writing. Since, however, these motions are carried out in the closest possible association with reading, speech, and other activities which are inseparably connected with the dominant hemisphere, the neuron chains involved in processes of the sort must cross over from hemisphere to hemisphere and back; and in a process of any complication, they must do this again and again. Now, the direct connectors between the hemispheres—the cerebral commissures—in a brain as large as that of man are so few in number that they are of very little use, and the interhemispheric traffic must go by roundabout routes through the brain stem, which we know very imperfectly but which are certainly long, scanty, and subject to interruption. As a consequence, the processes associated with speech and writing are very likely to be involved in a traffic jam, and stuttering is the most natural thing in the world.

I have been accused of being a bully. I think a lot of that stems from precisely my resistance to feel like I need to do the emotional labor of making people feel comfortable about what I’m saying. In particular, as a Latino scholar doing work in bilingual education, I’m particularly resistant to the idea that I need to make white people feel comfortable doing work in bilingual education. I put my work out there. I let it speak for itself. I certainly have never targeted anyone individually and personally insulted them, which is what bullying actually is, right?

One of the greatest sorrows of work stems from a sense that only a small portion of our talents is taken up and engaged by the job we are paid to do every day. We are likely to be so much more than our labour allows us to be.

And this is why I believe that ART is an important part of a well-rounded education, not as an alternative to STEM education, but as a fundamental part of it. I want us to start putting ART into STEM, to make STEAM.*

Fourth, we must integrate the curriculum by using a common descriptive language for innovation. There is no point in teaching a liberal arts and sciences curriculum that continues to fragment knowledge and creates specialists who cannot communicate across disciplinary lines. Education must focus on the trunk of the tree of knowledge, revealing the ways in which the branches, twigs, and leaves all emerge from a common core. Tools for thinking stem from this core, providing a common language with which practitioners in different fields may share their experience of the process of innovation and discover links between their creative activities. When the same terms are employed across the curriculum, students begin to link different subjects and classes.

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One popular trend in education is to emphasize “STEM” subjects to such a degree that science, technology, engineering, and math dominate a child’s school career. There is nothing wrong with those studies, but if a child has no time to read poetry and stories, to experience art and music, to delve into history and learn to appreciate the heritage of the past, we have violated the principle that education is the science of relations. A person wants to know about many things and a child needs broad exposure to all kinds of knowledge, especially in the younger years. That wide exposure lays a good foundation for specializing later--in a STEM subject or anything else.

The path to success involves having the courage to confront life's failures, as it is through these challenges that people learn and grow

Keith Klouda embodies versatility and mastery in both law enforcement and construction. His retired status as an NYPD Police Officer evolved into owning Pristine Construction & Contracting Inc., where his 32-year journey enriches every project. A certified lead paint remover and skilled framer, Keith's expertise stems from a vocational carpentry education.

it is through the pursuit of knowledge and education that we unlock the full potential of these divine gifts, transforming weaknesses into strengths and privileges into opportunities.

quotes from Blaise Pascal: “All of humanity’s problems stem from man’s inability to sit quietly in a room alone.

The path to success involves having the courage to confront life's failures, as it is through these challenges that people learn and grow, rather than by always thriving.

Subjects such as history have less of that problem solving relationship. Because history is driven by human nature, one cannot merely hypothesize what happened; one must, unfortunately, resort to memorization. To analyze history, one must memorize a fact, but STEM enables students to analyze the logic behind a STEM occurrence or phenomenon throughout. STEM is a subject of problem solving. STEM is problem solving.

I am not a STEM advocate, I am the STEM humanizer.

The brain is not the source of anything. It is the conduit, the biological computer system, which responds to information stimuli and makes it conscious in terms of fivesense perception and behaviour. Different areas of the brain become activated, or ‘light up’, when energetic information is received that relates to their specific role in decoding and communicating information to the holographic conscious mind. The information can come from the heart and the greater Consciousness (what some call the soul), or it can come from direct Archontic possession and the endless Archontic programs such as education, science, medicine, media, politics etc., etc., etc. Once you open yourself to heart intelligence – innate intelligence, universal intelligence – the ‘opposition’ is routed and the heart and brain speak as one . The fact it is such a ‘revelation’ that the brain is changeable and malleable shows how far off the pace mainstream ‘science’ is and has been. The brain is a hologram and its base state is a 100 percent malleable waveform information field. When the field changes, the ‘physical’ brain must change and it is at the waveform and electromagnetic levels that Archontic possession takes place and the heart most powerfully interacts with the brain, although it does so electrically, too. For the most extreme possession to happen the heart’s influence must be seriously curtailed and that is why the Archons target the heart vortex in the way they have structured society and lock people into the emotional chakra in the gut. Positive feelings and perceptions like love and joy (high frequency) come from the heart while negative emotions like fear, anxiety, stress and depression (low frequency) come from the belly. The idea is to block the influence of the heart by giving people so many reasons to feel fear, anxiety, stress and depression. Stress causes heart disease because it stems the flow of energy through the heart chakra and causes it to form a chaotic field that becomes more intense the longer the stress continues. This distortion is transferred through to the holographic heart and there you have the reason why in a fearful and stressed society that heart disease is a mass global killer. What is called ‘heartache’ is when people feel the effect of the distorted heart-field. The effect of severe trauma, like losing a loved one, really can cause people to die of a ‘broken heart’ because of this. Research by the Institute of HeartMath has shown that the heart’s electromagnetic fields change in response to emotions and, given that the heart field can be measured several feet from the body, you can appreciate the fundamental effect – positive or negative – the nature of that field can have on mental, emotional and bodily health. The heart vortex and its massive electromagnetic field is where human perception has been most effectively hijacked and we need to reverse that. Nothing is more important than this for those who truly want to free themselves from Archontic tyranny. If people think they can meet this challenge with anger, hatred or violent revolution they should feel free to waste their time. No shift from gut to heart = global tyranny. Shift from gut to heart = game over. It is possible to override and bypass the brain altogether and in fact this must be done to go beyond ‘time and space’. I have been doing this since my experience in Peru and it gets more powerful and profound the more you do it. This is what Da Vinci, Bruno and the others were doing. Normally information enters what we call the conscious mind through the brain with all the potential interference, blocks and filters caused by belief, emotion and other programming. But if you move your point of attention from the body out into the infinity beyond the Matrix you can make a direct connection between expanded insight and your own conscious awareness.

New York Post, August 3, 2022 “ ‘Luxury beliefs’ are the latest status symbol for rich Americans” by Rob Henderson One example of luxury belief is that all family structures are equal. This is not true. Evidence is clear that families with two married parents are the most beneficial for young children. And yet, affluent, educated people raised by two married parents are more likely than others to believe monogamy is outdated, marriage is a sham or that all families are the same. … Another luxury belief is that religion is irrational or harmful. Members of the upper class are most likely to be atheists or non-religious. But they have the resources and access to thrive without the unifying social edifice of religion. Places of worship are often essential for the social fabric of poor communities. Denigrating the importance of religion harms the poor. While affluent people often find meaning in their work, most Americans do not have the luxury of a “profession.” They have jobs. They clock in, they clock out. Without a family or community to care for, such a job can feel meaningless. Then there’s the luxury belief that individual decisions don’t matter much compared to random social forces, including luck. This belief is more common among many of my peers at Yale and Cambridge than the kids I grew up with in foster care or the women and men I served with in the military. The key message is that the outcomes of your life are beyond your control. This idea works to the benefit of the upper class and harms ordinary people. … White privilege is the luxury belief that took me the longest to understand, because I grew up around poor whites. Often members of the upper-class claim that racial disparities stem from inherent advantages held by whites. Yet Asian Americans are more educated, have higher earnings and live longer than whites. Affluent whites are the most enthusiastic about the idea of white privilege, yet they are the least likely to incur any costs for promoting that belief. … When laws are enacted to combat white privilege, it won’t be the privileged whites who are harmed. Poor whites will bear the brunt. … In the future, expect the upper class to defame even more values — including ones they hold dear — in their quest to gain top-dog status.

New York Post, August 3, 2022 “ ‘Luxury beliefs’ are the latest status symbol for rich Americans” by Rob Henderson One example of luxury belief is that all family structures are equal. This is not true. Evidence is clear that families with two married parents are the most beneficial for young children. And yet, affluent, educated people raised by two married parents are more likely than others to believe monogamy is outdated, marriage is a sham or that all families are the same. … This luxury belief contributed to the erosion of the family. Today, the marriage rates of affluent Americans are nearly the same as they were in the 1960s. But working-class people are far less likely to get married. Furthermore, out-of-wedlock birthrates are more than 10 times higher than they were in 1960, mostly among the poor and working class. Affluent people seldom have kids out of wedlock but are more likely than others to express the luxury belief that doing so is of no consequence. Another luxury belief is that religion is irrational or harmful. Members of the upper class are most likely to be atheists or non-religious. But they have the resources and access to thrive without the unifying social edifice of religion. Places of worship are often essential for the social fabric of poor communities. Denigrating the importance of religion harms the poor. While affluent people often find meaning in their work, most Americans do not have the luxury of a “profession.” They have jobs. They clock in, they clock out. Without a family or community to care for, such a job can feel meaningless. Then there’s the luxury belief that individual decisions don’t matter much compared to random social forces, including luck. This belief is more common among many of my peers at Yale and Cambridge than the kids I grew up with in foster care or the women and men I served with in the military. The key message is that the outcomes of your life are beyond your control. This idea works to the benefit of the upper class and harms ordinary people. … White privilege is the luxury belief that took me the longest to understand, because I grew up around poor whites. Often members of the upper-class claim that racial disparities stem from inherent advantages held by whites. Yet Asian Americans are more educated, have higher earnings and live longer than whites. Affluent whites are the most enthusiastic about the idea of white privilege, yet they are the least likely to incur any costs for promoting that belief. … When laws are enacted to combat white privilege, it won’t be the privileged whites who are harmed. Poor whites will bear the brunt. …

Education stems from the desire to learn. With that, you don’t need schools. Without it, all the schools in the UNIVERSE are useless.

still a blue-collar suburb, but after three decades of deunionization and stagnant wage growth, blue-collar suburbs like this one look and act very differently than before. Shawnee today burns hotter than nearly any place in the state to defund public education, to stamp out stem-cell research, to roll back taxes, and to abase itself before the throne of big business. The suburb is famous for having sent the most determined of the anti-evolutionists to the State Board of Education and for having chosen the most conservative of all Kansas state legislators,

STEP TWO: REVIEW YOUR EDUCATION If you’ve read this book, congratulations! You’ve given yourself a tremendous education. But knowledge isn’t power; it’s potential power. Decide what tools do you want to access today. And what do you want to keep track of in the future? 1. Are stem cells something that you want to pursue for some aspect of your life or for someone in your family? 2. Do you want to implement Dr. Sinclair’s Four Vitality Ingredients that help reverse biological aging? Or tap into the energy force of NMN? 3. Or, are there some technologies that you’ll want to keep track of so that you have them when you need them? Perhaps the Wnt Pathway for Osteoarthritis? 4. Is there anyone in your family or people you know whom you want to share information with about what you’ve learned here in the big 6—heart disease, diabetes/obesity, stroke, cancer, autoimmune disease, and Alzheimer’s? 5. Are you going to keep track of Gene Therapy and CRISPR and some of the transformations it’s creating? 6. Do you know anyone who has Parkinson’s or severe addiction who could feel relief from focused Ultrasound without brain surgery? Make a list of the things that you want to act on and things you want to keep track of, so that if you or anyone you know who needs help, you’ll have answers that you can share with them and that they can consider with their doctor. Just create a little checklist for yourself. The book is here. It’s the ultimate resource you can go back to as often as you need.

Controversial issues often stem from conflicting beliefs about what is factual. This is why learning how to discern facts from conjecture, disinformation, and misinformation must become an essential goal of schooling.

Whether it will ever again be possible to take an education easily, in Massachusetts or any other state, will depend upon political decisions made by those — like yourselves — who hold power in trust for the rest of us. I mean no disrespect, only to signal my personal sadness when I say I don’t think those decisions will be made. My reasons for pessimism stem from knowing that failure is built into our political system because it forces our political leadership to depend for its election on the same financial interests which profit from schools staying the way they already are. Schools are a most lucrative source of contracts and an enormous jobs project with sinecures for friends and relatives of your campaign donors. Don’t chalk that up to cynicism: unless you acknowledge why your hands are tied in regard to school change, you’re certain to make the same mistakes year after year in counterfeit reforms. Change isn’t likely to be possible from any political center for the same reason, but it can come from defiant personal decisions made by simple men and women who won’t stand still for their kids being outraged any more — like the revolution of homeschoolers taking place nationwide. This system has had a century to prove itself, that’s enough. It didn’t work at the start except in house-generated fairy tales; it doesn’t work today, and it won’t work better in the future.

Beyond One-Way ANOVA The approach described in the preceding section is called one-way ANOVA. This scenario is easily generalized to accommodate more than one independent variable. These independent variables are either discrete (called factors) or continuous (called covariates). These approaches are called n-way ANOVA or ANCOVA (the “C” indicates the presence of covariates). Two way ANOVA, for example, allows for testing of the effect of two different independent variables on the dependent variable, as well as the interaction of these two independent variables. An interaction effect between two variables describes the way that variables “work together” to have an effect on the dependent variable. This is perhaps best illustrated by an example. Suppose that an analyst wants to know whether the number of health care information workshops attended, as well as a person’s education, are associated with healthy lifestyle behaviors. Although we can surely theorize how attending health care information workshops and a person’s education can each affect an individual’s healthy lifestyle behaviors, it is also easy to see that the level of education can affect a person’s propensity for attending health care information workshops, as well. Hence, an interaction effect could also exist between these two independent variables (factors). The effects of each independent variable on the dependent variable are called main effects (as distinct from interaction effects). To continue the earlier example, suppose that in addition to population, an analyst also wants to consider a measure of the watershed’s preexisting condition, such as the number of plant and animal species at risk in the watershed. Two-way ANOVA produces the results shown in Table 13.4, using the transformed variable mentioned earlier. The first row, labeled “model,” refers to the combined effects of all main and interaction effects in the model on the dependent variable. This is the global F-test. The “model” row shows that the two main effects and the single interaction effect, when considered together, are significantly associated with changes in the dependent variable (p < .000). However, the results also show a reduced significance level of “population” (now, p = .064), which seems related to the interaction effect (p = .076). Although neither effect is significant at conventional levels, the results do suggest that an interaction effect is present between population and watershed condition (of which the number of at-risk species is an indicator) on watershed wetland loss. Post-hoc tests are only provided separately for each of the independent variables (factors), and the results show the same homogeneous grouping for both of the independent variables. Table 13.4 Two-Way ANOVA Results As we noted earlier, ANOVA is a family of statistical techniques that allow for a broad range of rather complex experimental designs. Complete coverage of these techniques is well beyond the scope of this book, but in general, many of these techniques aim to discern the effect of variables in the presence of other (control) variables. ANOVA is but one approach for addressing control variables. A far more common approach in public policy, economics, political science, and public administration (as well as in many others fields) is multiple regression (see Chapter 15). Many analysts feel that ANOVA and regression are largely equivalent. Historically, the preference for ANOVA stems from its uses in medical and agricultural research, with applications in education and psychology. Finally, the ANOVA approach can be generalized to allow for testing on two or more dependent variables. This approach is called multiple analysis of variance, or MANOVA. Regression-based analysis can also be used for dealing with multiple dependent variables, as mentioned in Chapter 17.

The continuous transformation of a school into an elite Science, Technology, Engineering and Mathematics (STEM) institution prepares students to become 21st century-ready. STEM embeds college-, career-, and citizen-ready skills into the curriculum. For our nation, we must succeed. Yet we cannot step into this new world without inspiration and commitment. So we cobble together ideas and actions to create our own recipe for success.

To write my essay I had to read books differently, without giving myself over to either fear or adoration. Because Burke had defended the British monarchy, Dad would have said he was an agent of tyranny. He wouldn't have wanted the book in the house. There was a thrill in trusting myself to read the words. I felt a similar thrill in reading Madison, Hamilton and Jay, especially on those occasions when I discarded their conclusions in favor of Burke's, or when it seemed to me that their ideas were not really different in substance, only in form. There were wonderful suppositions embedded in this method of reading: that books are not tricks, and that I was not feeble.” ― Tara Westover, Educated 2 likes Like “The hill is paved with wild wheat. If the conifers and sagebrush are soloists, the wheat field is a corps de ballet, each stem following all the rest in bursts of movement, a million ballerinas bending, one after the other, as great gales dent their golden heads.” ― Tara Westover, Educated: A Memoir 2 likes Like “But vindication has no power over guilt. No amount of anger or rage directed at others can subdue it, because guilt is never about them. Guilt is the fear of one’s own wretchedness. It has nothing to do with other people.

According to the U.S. Department of Education, there will be a 14 percentage-point increase in STEM jobs between 2010 and 2020.

In STEM education, where complexity meets curiosity, rapid learning techniques come handy. Grasping complex STEM concepts becomes quick and efficient through experiments, simulations, and project-based activities powered by rapid learning principles.

Like Jane, Elizabeth was remarkably intelligent, and revelled in her educational pursuits and the praise in which she received as a result. A contemporary remarked that 'her intellect and understanding are wonderful', and that she excelled as a linguist. Elizabeth also shared similar religious views to Jane, and Jane would later praise her cousin for her devotion to God. But that was probably where the similarities between the two girls ended. No correspondence between the cousins survives, but Elizabeth's later treatment of Jane's sisters suggests that the relationship between them was never a close one. There may even have been some jealousy on the part of both girls over the other's academic abilities and relationship with the Queen Dowager [Katherine Parr]. However, if this was the case then for the most part it almost certainly stemmed primarily from the 'proud and haughty' Elizabeth's side. Jane's later comments about her cousin indicate not only an element of praise and respect, but perhaps also admiration and awe for a cousin who was slightly older than her. Roger Ascham, who may have met Jane before, but certainly became more familiarly acquainted with Jane while at Chelsea, later claimed that Jane's abilities were superior to those of his own pupil. If Elizabeth became aware of this then it understandably probably led to some resentment.