Stem Student Quotes

It’s loneliness. Even though I’m surrounded by loved ones who care about me and want only the best, it’s possible they try to help only because they feel the same thing—loneliness—and why, in a gesture of solidarity, you’ll find the phrase “I am useful, even if alone” carved in stone. Though the brain says all is well, the soul is lost, confused, doesn’t know why life is being unfair to it. But we still wake up in the morning and take care of our children, our husband, our lover, our boss, our employees, our students, those dozens of people who make an ordinary day come to life. And we often have a smile on our face and a word of encouragement, because no one can explain their loneliness to others, especially when we are always in good company. But this loneliness exists and eats away at the best parts of us because we must use all our energy to appear happy, even though we will never be able to deceive ourselves. But we insist, every morning, on showing only the rose that blooms, and keep the thorny stem that hurts us and makes us bleed hidden within. Even knowing that everyone, at some point, has felt completely and utterly alone, it is humiliating to say, “I’m lonely, I need company. I need to kill this monster that everyone thinks is as imaginary as a fairy-tale dragon, but isn’t.” But it isn’t. I wait for a pure and virtuous knight, in all his glory, to come defeat it and push it into the abyss for good, but that knight never comes. Yet we cannot lose hope. We start doing things we don’t usually do, daring to go beyond what is fair and necessary. The thorns inside us will grow larger and more overwhelming, yet we cannot give up halfway. Everyone is looking to see the final outcome, as though life were a huge game of chess. We pretend it doesn’t matter whether we win or lose, the important thing is to compete. We root for our true feelings to stay opaque and hidden, but then … … instead of looking for companionship, we isolate ourselves even more in order to lick our wounds in silence. Or we go out for dinner or lunch with people who have nothing to do with our lives and spend the whole time talking about things that are of no importance. We even manage to distract ourselves for a while with drink and celebration, but the dragon lives on until the people who are close to us see that something is wrong and begin to blame themselves for not making us happy. They ask what the problem is. We say that everything is fine, but it’s not … Everything is awful. Please, leave me alone, because I have no more tears to cry or heart left to suffer. All I have is insomnia, emptiness, and apathy, and, if you just ask yourselves, you’re feeling the same thing. But they insist that this is just a rough patch or depression because they are afraid to use the real and damning word: loneliness. Meanwhile, we continue to relentlessly pursue the only thing that would make us happy: the knight in shining armor who will slay the dragon, pick the rose, and clip the thorns. Many claim that life is unfair. Others are happy because they believe that this is exactly what we deserve: loneliness, unhappiness. Because we have everything and they don’t. But one day those who are blind begin to see. Those who are sad are comforted. Those who suffer are saved. The knight arrives to rescue us, and life is vindicated once again. Still, you have to lie and cheat, because this time the circumstances are different. Who hasn’t felt the urge to drop everything and go in search of their dream? A dream is always risky, for there is a price to pay. That price is death by stoning in some countries, and in others it could be social ostracism or indifference. But there is always a price to pay. You keep lying and people pretend they still believe, but secretly they are jealous, make comments behind your back, say you’re the very worst, most threatening thing there is. You are not an adulterous man, tolerated and often even admired, but an adulterous woman, one who is ...

And speaking of options ,these kids [the ones who attend elite universities] have all been told that theirs are limitless. Once you commit to something, though, that ceases to be true. A former student sent me an essay he wrote, a few years after college, called "The Paradox of Potential." Yale students, he said, are like stem cells. They can be anything in the world, so they try to delay for as long as possible the moment when they have to become just one thing in particular. Possibility, paradoxically, becomes limitation.

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.

Desire, when it stems from the heart and spirit, when it is pure and intense, possesses awesome electromagnetic energy. This energy is released into the ether each night, as the mind falls into the sleep state. Each morning it returns to the conscious state reinforced with the cosmic currents. That which has been imaged will surely and certainly be manifested. You can rely, young man, upon this ageless promise as surely as you can rely upon the eternally unbroken promise of sunrise... and of Spring. When the student is ready, the teacher will appear—How

Though the brain says all is well, the soul is lost, confused, doesn’t know why life is being unfair to it. But we still wake up in the morning and take care of our children, our husband, our lover, our boss, our employees, our students, those dozens of people who make an ordinary day come to life. And we often have a smile on our face and a word of encouragement, because no one can explain their loneliness to others, especially when we are always in good company. But this loneliness exists and eats away at the best parts of us because we must use all our energy to appear happy, even though we will never be able to deceive ourselves. But we insist, every morning, on showing only the rose that blooms, and keep the thorny stem that hurts us and makes us bleed hidden within.

The vast majority of scientists and trained astronaut candidates are men. It’s the world we live in. Don’t like it? Encourage your female students to get into STEM.

remedial work needed? It often is. In my introductory political science classes, I encounter far too many students who cannot write coherently. I would like to think this is being remedied in composition courses, since without that competence they can’t do college-level work. But it’s quite another thing to say that all undergraduates need advanced algebra to proceed toward their degrees.

...Although the term Existentialism was invented in the 20th century by the French philosopher Gabriel Marcel, the roots of this thought go back much further in time, so much so, that this subject was mentioned even in the Old Testament. If we take, for example, the Book of Ecclesiastes, especially chapter 5, verses 15-16, we will find a strong existential sentiment there which declares, 'This too is a grievous evil: As everyone comes, so they depart, and what do they gain, since they toil for the wind?' The aforementioned book was so controversial that in the distant past there were whole disputes over whether it should be included in the Bible. But if nothing else, this book proves that Existential Thought has always had its place in the centre of human life. However, if we consider recent Existentialism, we can see it was the French philosopher Jean-Paul Sartre who launched this movement, particularly with his book Being and Nothingness, in 1943. Nevertheless, Sartre's thought was not a new one in philosophy. In fact, it goes back three hundred years and was first uttered by the French philosopher René Descartes in his 1637 Discours de la Méthode, where he asserts, 'I think, therefore I am' . It was on this Cartesian model of the isolated ego-self that Sartre built his existential consciousness, because for him, Man was brought into this world for no apparent reason and so it cannot be expected that he understand such a piece of absurdity rationally.'' '' Sir, what can you tell us about what Sartre thought regarding the unconscious mind in this respect, please?'' a charming female student sitting in the front row asked, listening keenly to every word he had to say. ''Yes, good question. Going back to Sartre's Being and Nothingness it can be seen that this philosopher shares many ideological concepts with the Neo-Freudian psychoanalysts but at the same time, Sartre was diametrically opposed to one of the fundamental foundations of psychology, which is the human unconscious. This is precisely because if Sartre were to accept the unconscious, the same subject would end up dissolving his entire thesis which revolved around what he understood as being the liberty of Man. This stems from the fact that according to Sartre, if a person accepts the unconscious mind he is also admitting that he can never be free in his choices since these choices are already pre-established inside of him. Therefore, what can clearly be seen in this argument is the fact that apparently, Sartre had no idea about how physics, especially Quantum Mechanics works, even though it was widely known in his time as seen in such works as Heisenberg's The Uncertainty Principle, where science confirmed that first of all, everything is interconnected - the direct opposite of Sartrean existential isolation - and second, that at the subatomic level, everything is undetermined and so there is nothing that is pre-established; all scientific facts that in themselves disprove the Existential Ontology of Sartre and Existentialism itself...

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.

Together with the patient, a therapist looks at the nature of the pain. Often, the therapist can uncover causes of suffering that stem from the way the patient looks at things, the beliefs he holds about himself, his culture, and the world. The therapist examines these viewpoints and beliefs with the patient, and together they help free him from the kind of prison he has been in. But the patient’s efforts are crucial. A teacher has to give birth to the teacher within his student, and a psychotherapist has to give birth to the psychotherapist within his patient. The patient’s “internal psychotherapist” can then work full-time in a very effective way.

And yet, despite the high numbers of girls experiencing sexual harassment in schools, only 12 percent said they ever reported it to an adult. "Some researchers claim that sexual harassment is so common for girls that many fail to recognize it as sexual harassment when it happens," said the AAUW report. A 2014 study, published in Gender & Society, of students in a Midwestern city also found that girls failed to report incidents of sexual harassment in school because they regarded them as "normal." Their lack of reporting was found to stem from girls' fear of being labeled "bad girls" by teachers and administrators, who they felt would view them as provoking how they were treated. They also feared the condemnation of other girls, some of whom were shown to be unsupportive, accusing them of exaggerating or lying. Many girls saw everyday sexual harassment and abuse as "normal" male behavior male behavior and something they had to ignore, endure, or maneuver around.

A former student, in an essay called "The Paradox of Potential," writes, "Instead, we moved cautiously, in groups, plodding down a few well-worn trails so as to ensure that two or four years down the road, we could be stem cells again, still undifferentiated, still brimming with potential.

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.

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.

The sympathetic nervous system (SNS) mediates the body’s response to arousing circumstances, for example, producing the famed “fight or flight” stress response. To use the feeble joke told to first-year medical students, the SNS mediates the “four Fs—fear, fight, flight, and sex.” Particular midbrain/brain-stem nuclei send long SNS projections down the spine and on to outposts throughout the body, where the axon terminals release the neurotransmitter norepinephrine.

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 is a ludicrous pseudoscience extrapolation of the Theory of Observation, but let us assume that all matter in the world is only given shape once it is observed by someone else. In this case, if the cause of ’s disappearance stems from the entire student body’s unconscious ignoring of her, then if Azusagawa provides a reason to exist that overwrites that, he may be able to save . Essentially, closing the lid on what they don’t want to see should return the wavelength to the original probability before was given form… In other words, reverting her to a state before her existence was defined, to when she was like ether. The student population’s unconscious denial of her existence can be overwritten by Azusagawa’s

It made me think of Collioure last summer. The day we went, all four of us with the French students, up through the ilexes to the tower. The ilexes. An absolutely new colour, amazing chestnut, rufous, burning, bleeding, where they had cut away the cork. The cicadas. The wild azure sea through the stems and the heat and the smell of everything burnt in it. Piers and I and everyone except Minny got a bit tipsy. Sleeping in the shade, waking up staring through the leaves at the cobalt blue sky, thinking how impossible things were to paint, how can some blue pigment ever mean the living blue light of the sky. I suddenly felt I didn’t want to paint, painting was just showing off, the thing was to experience and experience for ever more. The beautiful clean sun on the blood-red stems.

To me, the forest is simply green and vast, but Huia knows exactly what she's looking for and points things out from a distance. But slowly I learn. I distinguish devil's club and stinging nettles and salmonberry. I spot the hummingbirds that dart and quiver around pink flowers. I spy a patch of fiddleheads and start plucking before Huia warns me to take only a few so the plant can keep growing for next season. I am the student. The fiddleheads are aptly named, shaped just like the top of a violin, and soon Huia declares her basket "full enough" of them. We dawdle through the forest, aimlessly it seems to me, though she appears to know exactly where she is, pausing every now and then to watch birds and pick flowers. We sit on a log that's sprouting soft, hopeful ferns, a "nurse log," Huia calls it, and I show her how to make a crown of daisies. She gets me to make the slits in the stems with my nails and then weaves one for me too.

Sociologist Barry Glassner (1999) has documented many of the biases introduced by “If it bleeds, it leads” news reporting, and by the strategic efforts of special interest groups to control the agenda of public fear of crime, disease, and other hazards. Is an increase of approximately 700 incidents in 50 states over 7 years an “epidemic” of road rage? Is it conceivable that there is (or ever was) a crisis in children’s day care stemming from predatory satanic cults? In 1994, a research team funded by the U.S. government spent 4 years and $750,000 to reach the conclusion that the myth of satanic conspiracies in day care centers was totally unfounded; not a single verified instance was found (Goodman, Qin, Bottoms, & Shaver, 1994; Nathan & Snedeker, 1995). Are automatic-weapon-toting high school students really the first priority in youth safety? (In 1999, approximately 2,000 school-aged children were identified as murder victims; only 26 of those died in school settings, 14 of them in one tragic incident at Columbine High School in Littleton, Colorado.) The anthropologist Mary Douglas (Douglas & Wildavsky, 1982) pointed out that every culture has a store of exaggerated horrors, many of them promoted by special interest factions or to defend cultural ideologies. For example, impure water had been a hazard in 14th-century Europe, but only after Jews were accused of poisoning wells did the citizenry become preoccupied with it as a major problem. But the original news reports are not always ill-motivated. We all tend to code and mention characteristics that are unusual (that occur infrequently). [...] The result is that the frequencies of these distinctive characteristics, among the class of people considered, tend to be overestimated.

Once, I was doing a late-night case with one of the neurosurgery attendings, a suboccipital craniectomy for a brain-stem malformation. It’s one of the most elegant surgeries, in perhaps the most difficult part of the body—just getting there is tricky, no matter how experienced you are. But that night, I felt fluid: the instruments were like extensions of my fingers; the skin, muscle, and bone seemed to unzip themselves; and there I was, staring at a yellow, glistening bulge, a mass deep in the brain stem. Suddenly, the attending stopped me. “Paul, what happens if you cut two millimeters deeper right here?” He pointed. Neuroanatomy slides whirred through my head. “Double vision?” “No,” he said. “Locked-in syndrome.” Another two millimeters, and the patient would be completely paralyzed, save for the ability to blink. He didn’t look up from the microscope. “And I know this because the third time I did this operation, that’s exactly what happened.” Neurosurgery requires a commitment to one’s own excellence and a commitment to another’s identity. The decision to operate at all involves an appraisal of one’s own abilities, as well as a deep sense of who the patient is and what she holds dear. Certain brain areas are considered near-inviolable, like the primary motor cortex, damage to which results in paralysis of affected body parts. But the most sacrosanct regions of the cortex are those that control language. Usually located on the left side, they are called Wernicke’s and Broca’s areas; one is for understanding language and the other for producing it. Damage to Broca’s area results in an inability to speak or write, though the patient can easily understand language. Damage to Wernicke’s area results in an inability to understand language; though the patient can still speak, the language she produces is a stream of unconnected words, phrases, and images, a grammar without semantics. If both areas are damaged, the patient becomes an isolate, something central to her humanity stolen forever. After someone suffers a head trauma or a stroke, the destruction of these areas often restrains the surgeon’s impulse to save a life: What kind of life exists without language? When I was a med student,

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.

Kids at the school, which launched a year and a half ago, aren't called students but "innovators." They receive a hardcore focus on STEM skills (that's science, technology, engineering and math).

the likelihood of someone completing a STEM degree—all things being equal—rises by 2 percentage points for every 10-point decrease in the university’s average SAT score.4 The smarter your peers, the dumber you feel; the dumber you feel, the more likely you are to drop out of science. Since there is roughly a 150-point gap between the average SAT scores of students attending the University of Maryland and Brown, the “penalty” Sacks paid by choosing a great school over a good school is that she reduced her chances of graduating with a science degree by 30 percent.

stem

A branch is only truly joined to the stem if the life of the stem (the juices, the chemicals, the moisture) that the stem gets out of the ground gets to the branch.!e branch has no access to it.!e branch is not touching the ground, but the stem does. If the branch is truly joined to the stem, then that life comes into the branch so the branch can grow.!erefore, if a branch is not growing, if there are no blossoms, if there is no enlargement, if there is no fruit, then it’s not truly joined to the stem. It might be apparently joined. It might be superficially joined, but it’s not organically joined. It might be cosmetically joined, but it’s not actually joined.!erefore, growth is of the essence of the relationship between a branch and a stem.!ere you have it.!e stem pulls life out of the ground into the branches so there can be growth.!at is the image of our relationship with Christ, and it is a tremendously critical image to realize. Jesus says here with this illustration that his relationship to a Christian, his relationship to someone who has been converted and who has become part of his family, is more intimate than a relationship of an employer to an employee or of a teacher to a student or of a parent to a child or even of a husband and a wife.

Compared to most of its peers, Princeton is still by choice quite small, a face-to-face community located on a beautiful, tree-filled campus in an exurban colonial town. Its fewer than seven thousand students are taught and mentored by a faculty of over eleven hundred, giving it a 5:1 student-faculty ratio (in full-time equivalents), one of the lowest in the nation. This low ratio stems directly from Princeton’s philosophy of maintaining close personal contact between teachers and learners, and not only in innumerable Wilson-inspired precepts and seminars. The four-course plan, with its demanding (of both students and faculty) junior papers and senior theses, and comprehensive exams were, as Professor of English Charles G. Osgood emphasized on the eve of World War II, 'natural results' of the preceptorial system, Wilson’s reorganization of the curriculum, and 'the personal efforts of men whom Wilson brought to Princeton or advanced.

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.

LASER spotters were employed to visually monitor air traffic in the vicinity of the high powered LASER beam. The were typically young students and aged people that would take these temporary very high altitude jobs for some extra money. Some would become irritable as the night progressed. As far as I know, there has never been any long term monitoring of these people for health issues stemming from nighttime industrial LASER exposure or oxygen starvation.

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.

Worksheets There is nothing more effective than a pencil and paper for practicing some math skills. These math worksheets are ideal for teachers, parents, students, and home schoolers. The companion ebook allows you to take print outs of these worksheets instantly or you can save them for later use. The learner can significantly improve math knowledge

I open the door, expecting to find another feeble human whom I have to appease, but my jaw pops open when I see who is sitting behind the desk in the counselor’s room. “So, honey, how was your first day of school?” he asks. “What are you doing here?” I ask as I quickly shut the door behind me. “I thought you’d be happier to see your new guidance counselor,” Dax says. He’s wearing a light yellow sweater with brown patches on the elbows and sucking on the end of a . . . “Is that a pipe?” He nods. “Not lit, of course. No smoking allowed on campus. I thought it made me look older. What do you think?” “I think you’re addled. What are you doing here? What if this Mr. Drol comes back?” “I am Mr. Drol,” he says, raising his eyebrows and biting the end of his pipe. “I am too old to pose as a student like you and Garrick, but I didn’t want to dump you here all on your own, so Simon got me a job instead. His powers of persuasion were quite effective on the administration.” I nod. “But the part I didn’t tell him is that this arrangement will give us better opportunities to talk in private. I think I might be recommending twice-weekly counseling sessions for you.” He smiles around the stem of his pipe. “You’re looking quite emotionally disturbed.” “I feel emotionally disturbed,” I say, sinking into the seat across the desk from him. “You were right; this place is torturous.” “So what’s this about you picking fights? Do I need to suspend you?

Victory is the beautiful, bright-coloured flower. Transport is the stem without which it could never have blossomed. Yet even the military student, in his zeal to master the fascinating combinations of the actual conflict, often forgets the far more intricate complications of supply.

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.

In 1928, when field hands went on strike and bananas rotted on the stem, agents of the United Fruit Company in the guise of soldiers slaughtered their families with machine guns, leaving the plaza of Ciénaga blanketed with the dead, corpses that were cast into the sea. The survivors fled south only to be murdered in the Aracataca graveyard before the eyes of a desperate priest. As an infant, García Márquez rested in his cradle within earshot of the massacre. Years later, he was living as a student in a Bogotá boardinghouse just blocks from the Black Cat Café, where Jorge Gaitán was murdered. García Márquez watched as workers poured into the

In North American universities, more than half of STEM professors spend at least 80 percent of their time lecturing, just over a quarter incorporate bits of interactivity, and fewer than a fifth use truly student-centered methods that involve active learning.

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.

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

suggest they add more limitations. This is one of the easiest ways to inspire creativity, and it can be done in any learning environment. I find that limiting materials and obvious solutions forces my students to find more creative solutions.

Even before the merger, Cross Creek staff were already facing pressures stemming from changes in federal, state, and district policy. The ever-growing emphasis on standardized testing disconcerted students and teachers alike. Broward eliminated teacher tenure, shifting teachers to one-year contracts and evaluating them by test scores, which, given Cross Creek’s student population, made absolutely no sense. Former Cross Creek teacher Joe Parsons said, “Imagine how we teachers felt, let alone the students, about testing. It was highly toxic. Do you want to test a psychotic, schizophrenic, manic depressive, or otherwise emotionally and behaviorally disabled student, or a class of them? What is a fair test? What is a fair score?”23

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.

Aside from the waste, fraud has a terribly demoralising effect on scientists. As we’ve seen, one reason that so many frauds manage to infiltrate the literature is that, in general, scientists are open-minded and trusting. The norm for peer reviewers is to be sceptical of how results are interpreted, but the thought that the data are fake usually couldn’t be further from their minds. The sheer prevalence of fraud, though, means that we all need to add a depressing option to our repertoire of reactions to questionable-looking papers: someone might be lying to us. Nor is it just other people’s papers that require this extra vigilance: fraud can happen on any scientist’s own doorstep. Because papers are rarely authored by lone researchers, a fraudulent co-author can sometimes tarnish the reputation of entire teams of innocent colleagues. In many cases the perpetrator is a junior lab member who drags their senior co-authors’ names through the mud, as in the case of Michael LaCour’s fake gay-marriage canvassing study. Sometimes it goes the other way, with established scientists recklessly jeopardising the careers of their subordinates (the report into Diederik Stapel’s fraud noted, for example, that no fewer than ten of his students’ PhD theses were reliant on his faked data). And we already saw the ultimate cost of reputational damage in the case of Yoshiki Sasai, who took his own life after finding himself involved in the STAP stem-cell scandal.

the language of the brain stem is sensation, the language of the limbic system is feelings. When

There’s one school that has proactively considered arming their classrooms. At Oakland University in Michigan, teachers and students have been armed with . . . hockey pucks. “According to the university’s police chief, the program stemmed from an idea raised during an active shooter training session, in which ‘one attendee asked what staff and students could bring to prepare themselves for a fight.’ The chief recalled once being struck in the head with a puck and said it ‘caused a fair amount of damage to me.’”210

Students should be invited to learn and not compelled, as learning at its best stems from the request of the student and not the demand of an authority.

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.

The requirements of a degree in a STEM field (science, technology, engineering, mathematics), a demanding foreign language, or a rigorous degree in the humanities can be a different matter than a major in communications or visual arts or—as much as it pains me to say it—political science. Every campus has “default majors,” chosen when a student has no real idea what to do, some of which are off-ramps from more demanding programs after students learn the limits of their abilities. At

her imperative to “think dialectically”—a maxim drawn from her study of the philosopher G. W. F. Hegel. Because reality is constantly changing, we must constantly detect and analyze the emerging contradictions that are driving this change. And if reality is changing around us, we cannot expect good ideas to hatch within an ivory tower. They instead emerge and develop through daily life and struggle, through collective study and debate among diverse entities, and through trial and error within multiple contexts. Grace often attributes her “having been born female and Chinese” to her sense of being an outsider to mainstream society. Over the past decade she has sharpened this analysis considerably. Reflecting on the limits of her prior encounters with radicalism, Grace fully embraces the feminist critique not only of gender discrimination and inequality but also of the masculinist tendencies that too often come to define a certain brand of movement organizing—one driven by militant posturing, a charismatic form of hierarchical leadership, and a static notion of power seen as a scarce commodity to be acquired and possessed. Grace has struck up a whole new dialogue and built relationships with Asian American activists and intellectuals since the 1998 release of her autobiography, Living for Change. Her reflections on these encounters have reinforced her repeated observation that marginalization serves as a form of liberation. Thus, she has come away impressed with the particular ability of movement-oriented Asian Americans to dissect U.S. society in new ways that transcend the mind-sets of blacks and whites, to draw on their transnational experiences to rethink the nature of the global order, and to enact new propositions free of the constraints and baggage weighing down those embedded in the status quo. Still, Grace’s practical connection to a constantly changing reality for most of her adult life has stemmed from an intimate relationship with the African American community—so much so that informants from the Cointelpro days surmised she was probably Afro-Chinese.3 This connection to black America (and to a lesser degree the pan-African world) has made her a source of intrigue for younger generations grappling with the rising complexities of race and diversity. It has been sustained through both political commitments and personal relationships. Living in Detroit for more than a half century, Grace has developed a stature as one of Motown’s most cherished citizens: penning a weekly column for the city’s largest-circulation black community newspaper; regularly profiled in the mainstream and independent media; frequently receiving awards and honors through no solicitation of her own; constantly visited by students, intellectuals, and activists from around the world; and even speaking on behalf of her friend Rosa Parks after the civil rights icon became too frail for public appearances.

Truman had been able to govern the country with the cooperation of a relatively small number of Wall Street lawyers and bankers.' Huntington concludes (regretfully) this was no longer possible by the late sixties. Why not? Presidential authority was eroded. There was a broad reappraisal of governmental action and 'morality' in the post-Vietnam/post-Watergate era among political leaders who, like the general public, openly questioned 'the legitimacy of hierarchy, coercion, discipline, secrecy, and deception—all of which are, in some measure,' according to Huntington, 'inescapable attributes of the process of government.' Congressional power became more decentralized and party allegiances to the administration weakened. Traditional forms of public and private authority were undermined as 'people no longer felt the same compulsion to obey those whom they had previously considered superior to themselves in age, rank, status, expertise, character, or talents.' ¶ Throughout the sixties and into the seventies, too many people participated too much: 'Previously passive or unorganized groups in the population, blacks, Indians, Chicanos, white ethnic groups, students, and women now embarked on concerted efforts to establish their claims to opportunities, positions, rewards, and privileges, which they had not considered themselves entitled [sic] before. [Italics mine.] ¶ Against their will, these 'groups'—the majority of the population—have been denied 'opportunities, positions, rewards and privileges.' More democracy is not the answer: 'applying that cure at the present time could well be adding fuel to the flames.' Huntington concludes that 'some of the problems in governance in the United States today stem from an excess of democracy...Needed, instead, is a greater degree of moderation in democracy.' ¶ '...The effective operation of a democratic political system usually requires some measure of apathy and non-involvement on the part of some individuals and groups. In the past, every democratic society has had a marginal population, of greater or lesser size, which has not actively participated in politics. In itself, this marginality on the part of some groups is inherently undemocratic but it is also one of the factors which has enabled democracy to function effectively. [Italics mine.]' ¶ With a candor which has shocked those trilateralists who are more accustomed to espousing the type of 'symbolic populism' Carter employed so effectively in his campaign, the Governability Report expressed the open secret that effective capitalist democracy is limited democracy! (See Alan Wolfe, 'Capitalism Shows Its Face.')

2014 Andy’s message continues   You know, Young, before you came along, the other students I chaperoned were mere duties to me. Life with them was much simpler. When you came into the picture, it became more difficult for me to separate the sex act and the intimate relationship we shared. I would often end up at an emotional crossroads when you were summoned to perform sexual duties. No matter how I told myself that you were merely performing a sexual favour and that love doesn’t enter into that equation, an acrid taste plagued me, even when I busied myself with passionate projects while waiting for you to complete your tasks. These negativities ate at my core, challenging my sanity and begging me to snatch you away from the sexual situations. A part of me wanted to possess you rather than permit you to come into your own. Yet as soon as I saw you, happy and bouncing into view, my levelheadedness and sound judgement would return. Once again, I could wrap you in my arms and surround you with my love. Although I may have seemed composed, those were indeed trying times. I had to restrain my irrationality so I wouldn’t jeopardise our E.R.O.S. statuses. Like you, I was also pushing the green-eyed monster back into its abysmal lair. Reflecting on those experiences, I’m surprised I managed to constrain myself. Don’t misunderstand me, I’m grateful for my Bahriji training and E.R.O.S. experiences – without them, I would not have been as strong or resilient. I remember Eric Hoffer, the American moral and social philosopher, who wrote, “Many of the insights of the saint stem from his experience as a sinner.” Though I don’t consider E.R.O.S. recruits and members sinners, I think our experiences were, in a way, saintly – were they not?               Well, young one (you will always be my ‘young one’), I’ll message you again. For now I bid you au revoir mon ami. I’ll be in touch.               Love,               Andy

I have often wondered since if anything could have stemmed the tide at that time. The students saw in the Nazi promises a rising of Germany to her old power and glory. In Berlin, where patriotism had always been strong and the political sentiment conservative, the dream of a rejuvenated Germany turned their eyes and their hopes toward the coming movement. The professors were not so easily persuaded and tried to warn us that dangers lurked in the strong nationalistic and anti-Semitic theories of the Nazis, but great numbers refused to listen to them and there was a tremendous ferment among the student body.

What we can take away from this data is that most STEM training will get students a good income at the starting gate and a decent career. But powerful earners—the people running the show, breaking through the glass ceilings, and changing the world—tend to have liberal arts degrees. This

Today’s equivalent is probably ‘get an engineering degree’, but it will not necessarily be as lucrative. A third of Americans who graduated in STEM subjects (science, technology, engineering and maths) are in jobs that do not require any such qualification.52 They must still pay off their student debts. Up and down America there are programmers working as office temps and even fast-food servers. In the age of artificial intelligence, more and more will drift into obsolescence. On the evidence so far, this latest technological revolution is different in its dynamics from earlier ones. In contrast to earlier disruptions, which affected particular sectors of the economy, the effects of today’s revolution are general-purpose. From janitors to surgeons, virtually no jobs will be immune. Whether you are training to be an airline pilot, a retail assistant, a lawyer or a financial trader, labour-saving technology is whittling down your numbers – in some cases drastically so. In 2000, financial services employed 150,000 people in New York. By 2013 that had dropped to 100,000. Over the same period, Wall Street’s profits have soared. Up to 70 per cent of all equity trades are now executed by algorithms.53 Or take social media. In 2006, Google bought YouTube for $1.65 billion. It had sixty-five employees, so the price amounted to $25 million per employee. In 2012 Facebook bought Instagram, which had thirteen employees, for $1 billion. That came to $77 million per employee. In 2014, it bought WhatsApp, with fifty-five employees, for $19 billion, at a staggering $345 million per employee.54 Such riches are little comfort to the thousands of engineers who cannot find work. Facebook’s data servers are now managed by Cyborg, a software program. It requires one human technician for every twenty thousand computers.

They’re well versed on who was the first of each configuration of human being to accomplish something without ever realizing that the accomplishment itself doesn’t need the qualifier. There are 7 billion people on the planet; only a handful have ever flown on a space shuttle. Therefore, flying on the space shuttle is an amazing accomplishment in and of itself. Yet leftist professors and students look not at the accomplishment itself as something worthy of celebration but at the race of the person. Guion Bluford was the first African American to go into space and to fly on a space shuttle. He did so in 1983, in the early years of the program. Bluford is not remarkable because he’s a black guy who went to space or flew on the space shuttle; he’s remarkable because he went into space. You haven’t flown on a space shuttle, have you? See? To focus on a person’s race for an accomplishment is to cheapen the accomplishment. ‘See, even a (whatever type of person) can do this’ is the mentality. Well, why wouldn’t every type of person be able to do that? Why is it extra special that one person did it? SJWs don’t realize it, but the patronizing attitude of ‘You can do it, too’ toward various configurations of people implies that they believe it is special that the others did it, as if they or the world didn’t think they could. This mentality stems from college grievance majors. Many programs started decades ago, when there were real problems to be addressed. Ironically, as the problems were solved, instead of terminating the courses or refocusing them as historical studies, the departments grew even larger and more powerful. So they needed to create new problems.

If a man who wants to create greatness uses the past, then he will empower himself through monumental history. On the other hand, the man who wishes to emphasise the customary and traditionally valued cultivates the past as an antiquarian historian. Only the man whose breast is oppressed by a present need and who wants to cast off his load at any price has a need for critical history, that is, history which sits in judgement and passes judgement. From the thoughtless transplanting of plants stem many ills: the critical man without need, the antiquarian without reverence, and the student of greatness without the ability for greatness are the sort who are receptive to weeds estranged from their natural mother earth and therefore degenerate growths. History belongs secondly to the man who preserves and honours, to the person who with faith and love looks back in the direction from which he has come, where he has been. Through this reverence he, as it were, gives thanks for his existence. While he nurtures with a gentle hand what has stood from time immemorial, he want to preserve the conditions under which he came into existence for those who are to come after him. And so he serves life. His possession of his ancestors' goods changes the ideas in such a soul, for those goods are far more likely to take possession of his soul. The small, limited, crumbling, and archaic keep their own worth and integrity, because the conserving and honouring soul of the antiquarian man settles on these things and there prepares for itself a secret nest.

Underachievement is not limited to struggling students; even gifted individuals can underachieve. It often stems from a conscious or an unconscious decision, manifesting in their daily habits and behaviours.

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.

Learning gaps, disparities in knowledge and skills among students, stem from differences in prior learning experiences, instructional gaps, or individual learning needs. Identifying these gaps is vital for providing effective rapid learning solutions.