Student Accommodation Quotes

This interconnection or accommodation of all created things to each other, and each to all the others, brings it about that each simple substance has relations that express all the others, and consequently, that each simple substance is a perpetual, living mirror of the universe.

There is something quite amazing and monstrous about the education of upper-class women. What could be more paradoxical? All the world is agreed that they are to be brought up as ignorant as possible of erotic matters, and that one has to imbue their souls with a profound sense of shame in such matters until the merest suggestion of such things triggers the most extreme impatience and flight. The "honor" of women really comes into play only here: what else would one not forgive them? But here they are supposed to remain ignorant even in their hearts: they are supposed to have neither eyes nor ears, nor words, nor thoughts for this -- their "evil;" and mere knowledge is considered evil. And then to be hurled as by a gruesome lightning bolt, into reality and knowledge, by marriage -- precisely by the man they love and esteem most! To catch love and shame in a contradiction and to be forced to experience at the same time delight, surrender, duty, pity, terror, and who knows what else, in the face of the unexpected neighborliness of god and beast! Thus a psychic knot has been tied that may have no equal. Even the compassionate curiosity of the wisest student of humanity is inadequate for guessing how this or that woman manages to accommodate herself to this solution of the riddle, and to the riddle of a solution, and what dreadful, far-reaching suspicions must stir in her poor, unhinged soul -- and how the ultimate philosophy and skepsis of woman casts anchor at this point! Afterward, the same deep silence as before. Often a silence directed at herself, too. She closes her eyes to herself. Young women try hard to appear superficial and thoughtless. The most refined simulate a kind of impertinence. Women easily experience their husbands as a question mark concerning their honor, and their children as an apology or atonement. They need children and wish for them in a way that is altogether different from that in which a man may wish for children. In sum, one cannot be too kind about women.

Now, Woolf calls her fictional bastion of male privilege Oxbridge, so I'll call mine Yarvard. Even though she cannot attend Yarvard because she is a woman, Judith cheerfully applies for admission at, let's call it, Smithcliff, a prestigious women's college. She is denied admission on the grounds that the dorms and classrooms can't accommodate wheelchairs, that her speech pattern would interfere with her elocution lessons, and that her presence would upset the other students. There is also the suggestion that she is not good marriage material for the men at the elite college to which Smithcliff is a bride-supplying "sister school." The letter inquires as to why she hasn't been institutionalized. When she goes to the administration building to protest the decision, she can't get up the flight of marble steps on the Greek Revival building. This edifice was designed to evoke a connection to the Classical world, which practiced infanticide of disabled newborns.

I had no one to point at. Certainly not my parents, because I had nothing to accuse them of. The zeal for letting in the daylight, with which , as a member of the concentration camps seminar, I had condemned my father to shame, had passed, and it embarrassed me. But what other people in my social environment had done, and their guilt, were in any case a lot less bad than what Hanna had done. I had to point at Hanna. But the finger I had pointed at her turned back to me. I had loved her. Not only had I loved her, I had chosen her. I tried to tell myself that I had known nothing of what she had done when I chose her. I tried to talk myself into the state of innocence in which children love their parents. But love of our parents is the only for which we are not responsible. And perhaps we are responsible even for the love we feel for our parents. I envied other students back then who had dissociated themselves from their parents and thus from the entire generation of perpetrators, voyeurs, and the willfully blind, accommodators and accepters, thereby overcoming perhaps not their shame, but at least their suffering because of the shame. But what gave rise to the swaggering self-righteousness I so often encountered among these students? How could one feel guilt and sahme and at teh same time parade one's self-righteousness? Was their dissociation of themselves from their parents ere rhetoric: sounds and noise that were supposed to drown out the fact that their love for their parents made them irrevocably complicit in their crimes? These thoughts did not come until later, and even later they brought no comfort. How could it be a comfort that the pain I went through because of my love for Hanna, was, in a way, the fate of my generation, a German fate, and that it was only more difficult for me to evade, more difficult for me to manage than for others. All the same, it would have been good for me back then to be able to feel I was part of my generation.

Lectures aren’t designed to accommodate dialogue or disagreement; they turn students into passive receivers of information rather than active thinkers.

I passed people shopping or walking their dogs, and young people, university students maybe, busy about their lives, so that the streets I walked seemed vibrant to me, more vibrant than my own. But then almost everywhere I went I imagined a place more accommodating of the life I wanted, as if happiness were a matter of streets or parks, as maybe to a point it is; and with R. away for so long I was accustomed to thinking of my real life existing in some distant place or future time, projecting forward in a way that I was afraid might keep me from living fully where I was.

But love of our parents is the only love for which we are not responsible. And perhaps we are responsible even for the love we feel for our parents. I envied other students back then who had dissociated themselves from their parents and thus from the entire generation of perpetrators, voyeurs, and the willfully blind, accommodators and accepters, thereby overcoming perhaps not their shame, but at least their suffering because of the shame. But what gave rise to the swaggering self-righteousness I so often encountered among these students? How could one feel guilt and shame, and at the same time parade one’s self-righteousness? Was their dissociation of themselves from their parents mere rhetoric: sounds and noise that were supposed to drown out the fact that their love for their parents made them irrevocably complicit in their crimes?

Late arrival, make-up tests, and accessible seating are all standard disability accommodations central to a student's ability to learn. These are not optional, nor should they be denied on the basis of cost, convenience, or ignorance.

...Religious observances, once so full of suffering and awe, have become accommodating and benign. Teachers go out of their way to avoid embarrassing, insulting, overworking, or otherwise vexing their students. Each year public language is further purged of impurities that might injure sensitive groups. Prime-time television series seem dedicated to the comforting message that things are really okay. Indeed, modern society's war on pain has been vastly more successful than its war on pain's causes.

Of all the roles she’d played – daughter, student, employee, sister and wife – wife was the smallest and in proportion the most difficult, as though it had run out of steam with its own scale. The word ‘wife’ was too small to accommodate its responsibility.

The physicist Richard Feynman once remarked that every time a colleague from the humanities department complained that his students couldn’t spell a common word like seize or accommodate, Feynman wanted to reply, “Then there must be something wrong with the way you spell it.

Don't hate white people. They can't help it. They have a learning disability. They need your compassion. They need accommodations. They are like preschoolers--their understanding of race is so basic. They can't be faulted for being uncomfortable with somebody who has what amounts to a graduate degree in race--that is, us. It's not fair for preschoolers to be placed in the same classroom with graduate students and be forced to compete. Pity them, Maria. Take their hands and explain very slowly and very carefully to them the truth of what you know, but with kindness in your heart. Have compassion for them, because not everybody starts on an equal playing field.

And yet rather than accommodate and moderate student curiosity, for what was after all the best belles lettres and modern science, the theologians responded with interdiction and persecution, as if they had something to fear. In other words, it was less the circle than the seminary itself that was fomenting radicalism, albeit unwittingly.

Universities today loudly proclaim their commitment to diversity. But in the meantime, democratization through public investment has been replaced by democratization through consumer credit, effectively transferring the costs of diversity back to the individual student and her family. The beauty of securitized credit is that it excludes no one a priori. By abstracting from class stratification in the present, it can accommodate all differences preemptively simply by pricing them at variable rates and deferring repayment to some barely imaginable point in the future. In principle, we all have access to a college education, no matter how much we or our parents earn. Yet, private credit does not merely obscure the effects of class; it also actively exacerbates inequality by forcing those without income or collateral to pay higher rates for the same service. When the long-term costs of credit begin to materialize and accumulate, students are once again confronted with the intractable resistances of class, race, and gender stratification. The divisions of family wealth reassert themselves with all their historical force.

Ironically, the student who is dyslexic is often working two or three times harder just to keep up with her peers. The double whammy is that the child arrives home exhausted from the day at school and has zero reserves left to do homework or participate in family activities. As a result, the child can be seen as lazy because she comes home and doesn’t want to do anything. If you can provide your child with the accommodations and supports she needs in school, she’ll have the energy to participate like any other kid.

I passed people shopping or walking their dogs, and young people, university students maybe, busy about their lives, so that the streets I walked seems vibrant to me, more vibrant than my own. But then almost everywhere I went I imagined a place more accommodating of the life I wanted, as if happiness were a matter of streets or parks, as maybe to a point it is; and with R. away for so long I was accustomed to thinking of my real life existing in some distant place or future time, projecting forward in a way that I was afraid might keep me from living fully where I was.

There was something very poetic about lying on the hay, beneath the polythene roof. This was how we had spent our first night, on the hay next to the bull in Harry Mann’s barn. During the 18 days in-between we had slept in a posh hotel, a canal boat, a student house, a pub, a tent in a car park, a hitman’s sitting room, an elderly lady’s spare bedroom, a hostel, a bunk house, a farm house, our own self-contained flat, our own house, and now we were back on the hay. We had gone full circle. Out of all of the different types of accommodation, our two nights on the hay were undoubtedly our most comfortable. Next time you hear the nativity story, don’t feel sorry for Mary and Joseph; they had it very lucky indeed.

Do you want to get over this?” This is her contract that will be used over and over again to remind her that SHE wanted to change and she was willing to pay the price. There is great power in the victim identity. Instructors and other students go out of their way to be accommodating and gentle. The survivor can often get out of any drill or derail the entire class by admitting her discomfort. This sentence allows the instructor to point it out when this happens, to point out that the benefits of victim status must be given up to outgrow the victim status. This is hard, but critical. The subtle power in the victim status often seems like the only good thing and the only survival tool to come out of the event. Many are reluctant, very reluctant, to give up a useful “victim identity” for a possible stronger self.

In his discussion of Trika Yoga Abhinavagupta begins with the most advanced approach, and then presents successively easier methods one by one in descending order. This is another example of his particular approach to yoga. His intention is to make the best and the quickest method of yoga immediately available to all aspirants. If they succeed at the highest level, they need not go through the long chain of lower stages. However, if certain aspirants feel that they cannot handle the most advanced path successfully, then they are free to move along a more structured path and to choose any of the methods that accommodate their psychophysical capacity. The important point is that spiritual students should not assume that they are not fit for the most advanced method. Why should people resort to riding on a bullock cart when an airplane is at their disposal? If, however, they are unable to handle the superior vehicle successfully, they can choose some other more appropriate form of transportation. — B. N. Pandit, Specific Principles of Kashmir Shaivism (3rd ed., 2008), p. 94–95.

He sighed. Morrie had counseled so many unhappy lovers in his years as a professor. “It’s sad, because a loved one is so important. You realize that, especially when you’re in a time like I am, when you’re not doing so well. Friends are great, but friends are not going to be here on a night when you’re coughing and can’t sleep and someone has to sit up all night with you, comfort you, try to be helpful.” Charlotte and Morrie, who met as students, had been married forty-four years. I watched them together now, when she would remind him of his medication, or come in and stroke his neck, or talk about one of their sons. They worked as a team, often needing no more than a silent glance to understand what the other was thinking. Charlotte was a private person, different from Morrie, but I knew how much he respected her, because sometimes when we spoke, he would say, “Charlotte might be uncomfortable with me revealing that,” and he would end the conversation. It was the only time Morrie held anything back.“I’ve learned this much about marriage,” he said now. “You get tested. You find out who you are, who the other person is, and how you accommodate or don’t.” Is there some kind of rule to know if a marriage is going to work? Morrie smiled. “Things are not that simple, Mitch.” I know. “Still,” he said, “there are a few rules I know to be true about love and marriage: If you don’t respect the other person, you’re gonna have a lot of trouble. If you don’t know how to compromise, you’re gonna have a lot of trouble. If you can’t talk openly about what goes on between you, you’re gonna have a lot of trouble. And if you don’t have a common set of values in life, you’re gonna have a lot of trouble. Your values must be alike. “And the biggest one of those values, Mitch?” Yes? “Your belief in the importance of your marriage.” He sniffed, then closed his eyes for a moment. “Personally,” he sighed, his eyes still closed, “I think marriage is a very important thing to do, and you’re missing a hell of a lot if you don’t try it.” He ended the subject by quoting the poem he believed in like a prayer: “Love each other or perish.

[America]'s higher education system is excellent, both in terms of quality and accessibility. Here anybody can go to college. Many countries simply can't accommodate many students. And by the way, most people who came here in the seventies came to get an education. They didn't wake up one morning and say, 'I'm going to America to be free.' they said, 'I'll go there to get an education.' That's an important distinction. It was only after they were here for a while that they fully appreciated the freedoms we enjoy here.

According to the infographic produced by Westminster Bridge Student Accommodation (WBSA), if you don’t organize and review your notes within the first 9 hours, 60% of what you have learned will be forgotten.

The Kronenfelds did not mind me sleeping in their crowded apartment, one more did not matter. They started looking for accommodation for me somewhere near them. A Romanian woman, who owned a beautiful private home, rented me a corridor, between one part of the house and the other. There was just a bed, a tiny table, a chair and an entrance door, no window. She warned me right then that no guests were permitted into my "room". If anybody would want to get in touch with me, the person would have to wait in the street, but not call my name either. Even if I could find students to tutor, nobody was allowed inside. Since I had no alternative, I took that "room".

Therefore the yogic adept achieves his goal not by imploring the Tao to favour him but by learning to accommodate himself to its harmonious workings.

The fundamental cause of campus intolerance," [Eric Adler] suggests... is "a market-driven decision by universities... to treat students as consumers-- who pay up to $60,000 per year for courses, excellent cuisine, comfortable accommodations, and a lively campus life."... he explains: Even at public universities, 18-year-olds are purchasing what is essentially a luxury product. Is it any wonder they feel entitled to control the experience?... Students, accustomed to authoring every facet of their college experience, now want their institutions to mirror their views. If the customers can determine the curriculum and select all their desired amenities, it stands to reason that they should also determine which speakers ought to be invited to campus and what opinions can be articulated in their midst.

Teachers of creative writing used to urge their students to write about what they know – perhaps they still do. But when you’re eighteen or nineteen and keenly aware of how thin your experience really is, it’s hard to put a directive like that into action. The truth is, a family and a hometown will afford you material to last a lifetime, but when you’re a youth neither seems important enough to address. It’s as if only distant places and other families are worth writing about. Even young New Yorkers and Londoners must feel this. For somebody writing from the wrong side of the wrong continent in the wrong hemisphere – which is more or less what it felt like when I was first writing and publishing – the feeling is acute. When you’re starting out, it takes nerve to write about home and to do it in a language that’s unapologetically local. Some voice in your head is telling you to moderate the demotic and the specific, to accommodate the ‘cosmopolitan reader’. You waste a lot of time second-guessing this abstract stranger from somewhere far more important, and sadly, in time, you’ll get to meet him or her and realize they weren’t entirely imaginary. For writers at the margin there will always be an imperial pressure to relinquish particularity and conform to something more familiar, and what is most familiar to the world of publishing is an urban and largely denatured life. Whether they acknowledge it or not, many editors like to see their own lives reflected. Readers in New York and London often prefer a friction-free reading experience, so when you stubbornly write about regional lives in local vernacular you test the cosmopolitan reader’s patience. These were lessons I had to learn at home before I began to be published abroad.

Every medical student knows that lungs are designed to accommodate a huge surface area. But anatomists are trained to look at one scale at a time—for example, at the millions of alveoli, microscopic sacs, that end the sequence of branching pipes. The language of anatomy tends to obscure the unity across scales. The fractal approach, by contrast, embraces the whole structure in terms of the branching that produces it, branching that behaves consistently from large scales to small. Anatomists study the vasculatory system by classifying blood vessels into categories based on size—arteries and arterioles, veins and venules. For some purposes, those categories prove useful. But for others they mislead.

It’s not hard to see why a boring lecture would fail, but even captivating lectures can fall short for a less obvious, more concerning reason. Lectures aren’t designed to accommodate dialogue or disagreement; they turn students into passive receivers of information rather than active thinkers.

In other words, the learner plays a more active role in learning in an emotionally and socially supported environment, creating knowledge, while the teacher’s role is somewhat passive, guiding learners in the knowledge creation process. In pedagogy, this scenario is referred to as a dialectic teaching-learning process. As we can see, the dialectic approach has a deeper and critical focus to learning, while the didactic approach is more likely to produce a surface approach to learning. In the dialectic approach, the delivery is so paced and toned that the learners are in a more emotionally and socially comfortable position to engage in reflective observation and abstract conceptualisation stages of the Kolb’s cycle. We can also see student-centred learning from another important point of view: it is possible that individual students get more attention from the teacher to possibly get individual feedback and individual issues addressed for more purposeful learning and development. Also, the teacher gets to know students individually based on the discussions they engage in, thus getting to know their personality traits, as widely referred to by psychologists, so that appropriate personalised feedback can be provided. This learner-centred approach accommodates for a more authentic learning experience for each student, and at the same time, it caters for a more authentic evaluation of individual students.

The rooms at New Court, characteristically of 1960s student accommodation, let one really live, study and socialise there, with space for a decent desk, bookshelves, storage shelves, a chair or two (besides the bed) to sit in, and a basin for tooth-cleaning and a surreptitious midnight pee.

The Four Dominant Learning Styles What are the Four Types of Learners? If you have spent any considerable amount of time in a learning institution, you know for almost a fact that each learner is different from the next. It is relatively easy to pick out the differences among learners. For instance, you can identify a student who has an easier time retaining information when presented in a particular format. Until recent decades, education seemed to be incredibly rigid towards the learners. Most often than not, they were subjected to a one-size-fits-all model that never accommodated for the differences in learning. However, research and studies made tremendous strides in identifying and reconciling these discrepancies. Nowadays, educators are developing strategies that help them reach out to each student's specific learning style. This gives each learner a fair chance at acquiring an education. This article seeks to breakdown the four main ways that learners acquire, process, and retain information. Visual Learners Information is optimally acquired and processed for this type of learners when conveyed in graphic or diagrammatic form. Such students retain content when it is presented as diagrams, charts, etcetera with much more ease. Some of them also lean towards pictures and videos at times. These learners tend to better at processing robust information rather than bits and pieces. This makes them holistic learners. Hence, they derive more value from summarized visual aids as opposed to segments. Auditory Learners On the other hand, these students learn more by processing information that has been delivered verbally. Such students are also more attentive to their instructors in class. Sometimes, they will do so at the expense of taking notes which can sometimes be mistaken for subpar engagement. Such learners will also thrive in group discussions where they get to talk through schoolwork with their peers. This not only reinforces their understanding but also presents an excellent opportunity to learn from others. Similarly, they can obtain significant value from reading out what they have written. Reading/Writing Learners These students lean more towards written information. For as long as they read through the content, they stand a better chance at retaining it. Such students prefer text-heavy learning. Thus, written assignments, handouts in class, or even taking notes are their most effective learning modes. Kinesthetic Learners Essentially, these students learn by doing. These are the students that rely on hands-on participation in class. For as long as they are physically proactive in the learning process, such learners stand a better chance at retaining and retrieving the knowledge acquired. This also earns them the popular term, tactile learners, since they tend to engage most of their sense in the learning process. As you would expect, such leaners have the most difficulties in conventional learning institutions. However, they tend to thrive in practical-oriented set-ups, such as workshops and laboratories. These four modalities will provide sufficient background knowledge on learning styles for you to formulate your own assessment. Ask yourself first, no less, what type of a learner are you?

There are forces that have always attempted, and ultimately failed, to make America static and rigid. But America has proven to be elastic. Our ancestors have always had to push and stretch America to accommodate its many residents and communities. We now have to do our part. If any of you have been active students of US history, you know that with every two steps we march forward toward progress, we always get pushed one step back. The racially anxious men and women with hoods, tiki torches, and business suits will do everything in their power to violently chokehold and drag America back to 1953. This is the year before the Supreme Court in Brown v. Board of Education of Topeka ruled that segregation in public schools was unconstitutional. I'm convinced that 1953 is also the year that many enemies of diversity and progress believe America was allegedly "great.

district court, Kirstein v. University of Virginia,20 may well mark the turning point in the long effort to place equal opportunity for women under the aegis of the Federal Constitution.21 The court held inconsonant with the Fourteenth Amendment’s Equal Protection Clause the exclusion of women from the University of Virginia’s undergraduate school at Charlottesville; it approved a plan which, after a two-year transition period, requires the admission of women on precisely the same basis as men. Although sixteen years have elapsed since Brown v. Board of Education,22 Kirstein v. University of Virginia is the first decision to declare unconstitutional exclusion of women from educational opportunities afforded to men by a state institution.23 Significantly, “private” institutions of higher learning that might escape a constitutional prod confined to “state action” are beginning to volunteer similar reforms. For example, Cornell University’s College of Arts and Sciences announced during the 1969–70 academic year that it would admit women on the same basis as men and would offer students of both sexes the same options with respect to housing accommodations

Admission Open in Nios Board 10th & 12th April & October Session in Dwarka, Uttam nagar, Palam, Kapashera Here’s some key information about NIOS board exams for 10th & 12th class: Eligibility: NIOS exams are open to a wide range of learners, including school dropouts, working professionals, and those who want to complete their secondary or senior secondary education through distance learning. Subjects: NIOS offers a variety of subjects at both the secondary (Class 10) and senior secondary (Class 12) levels. Students can choose subjects based on their interests and career goals. Examination Schedule: NIOS conducts examinations twice a year: April-May and October-November. Students can choose the exam session that suits them best. Examination Centers: NIOS has examination centers across India and some international locations to accommodate the diverse needs of its students. Examination Format: NIOS board exams are typically conducted in a written format, where students have to answer questions on paper. The question papers are sent to the examination centers, and students are required to appear in person to take the exams. Admit Card: NIOS issues admit cards to registered students, which contain essential information about the exam schedule, center details, and instructions for candidates. Results: After the exams are conducted, NIOS releases the results after 45 days, and students can check their results on nios official website and download the passing mark sheet. Certification: Upon successfully passing the NIOS board exams, students receive a secondary or senior secondary certificate, which is equivalent to certificates issued by other recognized educational boards in India. Apply Nios Admission through J.P INSTITUTE OF EDUCATION, DELHI Disclaimer: Note requirement of document and fee change be as per the direction of NIOS We at J.P INSTITUTE OF EDUCATION Provide NIOS Admission for the OCTOBER 2023-2024 session For more detail about the course you can visit our Institute.

This chapter examines why the State of Texas considered the social segregation of Mexican Americans an ordinary part of life. It begins by examining two landmark cases in which Texas courts ruled that it was not unconstitutional to segregate Mexican Americans. Independent School District v. Salvatierra (1930) illustrates how district zoning laws were used to segregate Mexican American students. Terrell Wells Swimming Pool v. Rodriguez (1944) explores exclusion laws applied to public accommodations and the state’s application of these laws to Mexican Americans.

I eventually did well enough to get into the honors program at Chaffey, which allowed me to take accelerated classes and put me on a fast track to a four-year university. Ironically, when I called to enroll in the honors program, they said they didn’t know how to handle my disability services because they couldn’t recall ever having a student with accommodations in the program before. So often, if disabled people somehow succeed, either our disabilities or our accommodations are questioned.

Eric Adler, a classics professor at the University of Maryland, distilled the argument in a 2018 Washington Post article. “The fundamental cause [of campus intolerance],” he suggests, “isn’t students’ extreme leftism or any other political ideology” but “a market-driven decision by universities, made decades ago, to treat students as consumers—who pay up to $60,000 per year for courses, excellent cuisine, comfortable accommodations and a lively campus life.” On the subject of students preventing certain people from speaking on campus, he explains: Even at public universities, 18-year-olds are purchasing what is essentially a luxury product. Is it any wonder they feel entitled to control the experience? . . . Students, accustomed to authoring every facet of their college experience, now want their institutions to mirror their views. If the customers can determine the curriculum and select all their desired amenities, it stands to reason that they should also determine which speakers ought to be invited to campus and what opinions can be articulated in their midst. For today’s students, one might say, speakers are amenities.

By recognizing and accommodating individual differences in learning styles and preferences, transformative teaching ensures that every student has the opportunity to engage with the material in a way that resonates with them, leading to deeper understanding and retention of knowledge.

Tailoring instruction to individual learning styles is a fundamental aspect of rapid learning. By recognizing and accommodating diverse learning styles, educators enhance the effectiveness of the learning experience, promoting quick and lasting comprehension.

When the fugitives arrived in Lawrence, most had only the clothes on their backs, and in many cases those were rags. “They were strong and industrious,” Rev. Cordley wrote, “and by a little effort, work was found for them and very few, if any of them, became objects of charity.” But while they were eager to make their new lives in freedom, they needed help translating their industriousness into livelihoods. Nearly all were illiterate because most slaveholding states had strict laws making it illegal to teach slaves to read or write. Fugitives arriving in Lawrence equated learning with liberty, so their thirst for education was overwhelming. But the town’s fine educational system was not able to accommodate the number of eager new students. Mr. S. N. Simpson, one of the town’s 1855 pioneers, had started the first Sunday schools in town when he arrived, and he conceived a system of education for the fugitives based on his Sunday school model. Classes would be taught by volunteers in the evenings, and the curriculum would include basic reading, writing, and arithmetic, along with lectures designed to help them establish themselves in the community. The people of Lawrence were as excited to teach as their students were excited to learn, and enough volunteers were available to split the first class of about one hundred men and women into groups of six or eight.214 Josiah C. Trask, the editor of the Lawrence State Journal, spent an evening in January 1862 visiting the school and devoted an article to his observations. Eighty-three students, taught by twenty-seven teachers, met in the courthouse. “One young man who had been to the school only five nights,” Trask wrote, “began with the alphabet, [and] now spells in words of two syllables.” He observed that there was a class of little girls, “eager and restless,” a class of grown men, “solemn and earnest,” a class of “maidens in their teens,” and “another of elderly women.” Trask observed that the students were “straining forward with all their might, as if they could not learn fast enough.” He concluded, observing that all eighty-three students came to class each evening “after working hard all day to earn their bread,” while the twenty-seven teachers, “some of them our most cultivated and refined ladies and gentlemen,” labored night after night, “voluntarily and without compensation.” It was “a sight not often seen.”215

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accommodated. For example, even when universities have access policies, it is often still left to students with disabilities to find out about those policies, to ask about access arrangements at each and every event. 7 The very effort required to find out about access can end up making events inaccessible.

Tips to Manage your student loan by The Student Loan Help Center Managing Your Student Loans Apply these responsible financial management principles, as you repay your student loans: Consider the advantages of loan forgiveness programs. These programs are available to students who agree to work in high-need fields like nursing and education. Enrolling in the military often makes you eligible for loan forgiveness. Essentially, you commit to work or serve for a designated period of time, in exchange for complete or partial loan forgiveness. Make student loan payments on time. In some cases, your interest rate may qualify for reduction after you make a certain number of consecutive on-time payments. If you have a cosigner, he or she may also be released from responsibility for the loan, once you have exhibited a required level of consistency with your repayments. Defaulting on your student loans has far-reaching consequences, so it should never be an option. Manage your loan repayment schedule using online calculators. If you are considering a consolidation loan, use these tools to quickly determine your total loan repayment obligation. Take advantage of federal education tax incentives, like the student loan interest deduction and Hope Scholarship Credit. Student Loan Tips: Use student loans to supplement other financial aid awards, like grants and scholarships. Make sure to start a college savings plan as early as possible. College accounts like the 529 savings plans allow you to save pre-tax money for college. Understand the terms of your federal and private student loans, before you sign on. You will be bound to the conditions of your loans for many years. Don’t miss payments. Be proactive in protecting your credit, by contacting your lender before you default. You can consider consolidation loans, deferments and other accommodations of the available options, to keep your repayment schedule on track. For more Questions you can contact The Student Loan Help Center.

While aesthetic richness has prevailed in Indian spiritual life form ancient times, there has also been a parallel puritanical aspect among Indian people. This puritanism was prevalent in various traditions of monks, and evolved into the systems of Buddhism and Jainism. Monks of these two religious paths prohibited the use of objects that were pleasing to the senses, and prescribed forcible control of the mind and senses, suppression of the emotions and instincts, and renunciation of worldly enjoyments. Those monks who became experts in this austere type of penance often developed supernatural psychic powers like telepathy and hypnotism. Even though Patanjali denounced the attainment of such powers (siddhis) as being impediments to liberation (Yogasutra, IV.36-37) still they tended to have considerable influence on people from all walks of life. Brahmanic thinkers were inflienced as well, but wisely accommodated the ideals and practices of these monks by placing them into the renunciatory and seclusionary periods of a practitioner’s later lifetime (the third and fourth stages which follow the student and householder stages). Tantric theologians did not accept puritanism. Instead they propagated a spiritual path that focused on the simultaneous attainment of enjoyment (bhukti), and liberation (mukti). They accepted both of them as the goal of human life, and developed philosophies and methods that could be followed equally by both monks and householders. They did not approve of any form of forcible control or repression of the mind, emotions, and senses, but rather emphasized that such practices could create adverse reactions that might simply deepen a practitioner’s bondage. — B. N. Pandit, Specific Principles of Kashmir Shaivism (3rd ed., 2008), p. 118.

Over the next few years, the number of African Americans seeking jobs and homes in and near Palo Alto grew, but no developer who depended on federal government loan insurance would sell to them, and no California state-licensed real estate agent would show them houses. But then, in 1954, one resident of a whites-only area in East Palo Alto, across a highway from the Stanford campus, sold his house to a black family. Almost immediately Floyd Lowe, president of the California Real Estate Association, set up an office in East Palo Alto to panic white families into listing their homes for sale, a practice known as blockbusting. He and other agents warned that a 'Negro invasion' was imminent and that it would result in collapsing property values. Soon, growing numbers of white owners succumbed to the scaremongering and sold at discounted prices to the agents and their speculators. The agents, including Lowe himself, then designed display ads with banner headlines-"Colored Buyers!"-which they ran in San Francisco newspapers. African Americans desperate for housing, purchased the homes at inflated prices. Within a three-month period, one agent alone sold sixty previously white-owned properties to African Americans. The California real estate commissioner refused to take any action, asserting that while regulations prohibited licensed agents from engaging in 'unethical practices,' the exploitation of racial fear was not within the real estate commission's jurisdiction. Although the local real estate board would ordinarily 'blackball' any agent who sold to a nonwhite buyer in the city's white neighborhoods (thereby denying the agent access to the multiple listing service upon which his or her business depended), once wholesale blockbusting began, the board was unconcerned, even supportive. At the time, the Federal Housing Administration and Veterans Administration not only refused to insure mortgages for African Americans in designated white neighborhoods like Ladera; they also would not insure mortgages for whites in a neighborhood where African Americans were present. So once East Palo Alto was integrated, whites wanting to move into the area could no longer obtain government-insured mortgages. State-regulated insurance companies, like the Equitable Life Insurance Company and the Prudential Life Insurance Company, also declared that their policy was not to issue mortgages to whites in integrated neighborhoods. State insurance regulators had no objection to this stance. The Bank of America and other leading California banks had similar policies, also with the consent of federal banking regulators. Within six years the population of East Palo Alto was 82 percent black. Conditions deteriorated as African Americans who had been excluded from other neighborhoods doubled up in single-family homes. Their East Palo Alto houses had been priced so much higher than similar properties for whites that the owners had difficulty making payments without additional rental income. Federal and state hosing policy had created a slum in East Palo Alto. With the increased density of the area, the school district could no longer accommodate all Palo Alto students, so in 1958 it proposed to create a second high school to accommodate teh expanding student population. The district decided to construct the new school in the heart of what had become the East Palo Alto ghetto, so black students in Palo Alto's existing integrated building would have to withdraw, creating a segregated African American school in the eastern section and a white one to the west. the board ignored pleas of African American and liberal white activists that it draw an east-west school boundary to establish two integrated secondary schools. In ways like these, federal, state, and local governments purposely created segregation in every metropolitan area of the nation.

Study Questions What is the legal definition of blindness? How does it differ from the IDEA definition? What does the Snellen chart assess? What does 20/200 mean? Describe how the eye functions. Define the terms myopia, hyperopia, and astigmatism. List five eye problems common to school-age children. Why is early detection of vision problems important? Describe the social and emotional characteristics of persons with visual impairments. What is functional vision, and how is it evaluated? Define the term learning media. Give three examples of different forms of learning media. In what two educational settings do the majority of students with a visual impairment receive a special education? What are some common educational accommodations that a student with a visual impairment may require? List five signs of possible vision problems in children. Identify three critical issues that must be addressed if an adolescent is to successfully transition to postsecondary education or enter the workforce. Besides cultural differences, what diversity issue must be addressed for parents who are also visually impaired? Identify five technology accommodations that can be provided in high school for a student who is legally blind. Discuss the shortage of orientation and mobility specialists and how a child’s educational plan is affected by a shortage of personnel.

The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs. For example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language” (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). This

For some time now, Germany has had cruise ships visiting Cuba, such as the MS Deutschland, which can accommodate 513 passengers and has a crew of 260 members. She is known as das Traumschiff or the Dream Ship and is Germany’s television answer to the Love boat. With a displacement of 22,400 GT, the ship brought European tourists with their Euros as stimulus money to Cuba. However, on Monday, February 23, 2015, it was announced, that the operating company had declared bankruptcy. It was expected that finding new investors, and restructuring under the German debtor-in-possession management act, known as Eigenverwaltung, would allow the MS Deutschland to continue her scheduled visits. However, on July 27, 2015 with new owners it was announced that the ship would sail using two distinct names. For one part of the year the ship would be the MS World Odyssey having “Semesters at Sea” for students and for the other part of the year it would sail for the travel company Phoenix Reisen, using its regular name, the MS Deutschland.

It’s the biggest secret kept in many school systems. The psychologists many districts have on staff are on their payroll, and it has been made known to some of them that if they expect to stay on the payroll, they had better do everything in their power to secure the necessary funding the school requires to put accommodations in place for problem students. These psychologists know exactly what to write on forms to get funding from county, state/provincial, and federal sources. Sometimes,

Before the day I didn't fit, this conversation was largely an abstraction for me. My stance was the same as it is now (if people pay for a service, it's the seller's obligation to accommodate those people and provide the service they paid for), but I didn't understand what that panicky, uncertain walk down the aisle actually felt like. How inhumane it is. I'm telling you this not to garner sympathy or pity, or even to change your opinion about how airplanes should accommodate larger passengers. I'm just telling you, human to human, that life is complicated and fat people are trying to live. Same as you. Reasons I have had to fly within the past five years: For work (often). To see beloved friends get married. To speak to college students about rape culture and body image. To hold my father's hand while he died. I'm sorry, but I'm not constraining and rearranging my life just because no one cares enough to make flying accessible to all bodies.

Andy remained seated. I chirped, “Sir, please tell me the reason for your visit. My guardian is fully aware of your proposal.” Struck by my candidness, Ozwalt stammered, “Very well, I will tell you the reason I’m here,” he raised his voice in displeasure. “Your counterproposal is deplorable!” My lover remarked aggressively, “What’s deplorable about Young wishing to be kept in the style he is accustomed to?” The Englishman exclaimed, “He’s not even of age to drive, and he wants a Lamborghini or a Ferrari? What is he thinking?!” “You offered him a city car,” my Valet countered. “He has every right to ask for what he desires.” The man repudiated defensively, “I offered him a city car upon his coming of age to drive, not before!” He was seething with anger. “Atop this, he demands a luxury penthouse in Mayfair or Park Lane, not to mention the live-in personal tutor! Is he insane? Most adults wouldn’t be able to afford a luxury flat and experienced educator, let alone an adolescent who is barely out of his teens.” “Sir, if you do not have the financial capabilities to accommodate the boy’s expectations, there are others who are perfectly capable of doing so,” my chaperone asserted. “Andy! Are you telling me that the lad has other well-endowed suitors willing to pay for such frivolousness?” My lover and I sniggered at the Englishman’s comment, but we managed to suppress our mirth. My guardian answered solemnly, “That, Sir, is none of your concern. I presume you’re here to discuss Young’s counterproposal, not the proposals of his other suitors.” He was taken aback by my mentor’s forthrightness. He raised his voice in retaliation. “I’m here to talk to Young. I would like Young to speak for himself.” I spoke unrelentingly, “I have asked Andy to negotiate on my behalf. I have heard everything he has said and challenge none of it. If my terms are not met, I’m afraid our arrangement is over. There is no further need for discussion.” By now, Ozwalt was on fire. He waved his fist at me and shouted, “You rapacious whore! You’re nothing but a self-indulgent sybaritic slut from a third-world country!” Before he could continue lambasting me with further insults, Wilhem entered. “What’s going on here?” my big-brother questioned. Mossey resumed berating my integrity, calling me a barrage of repugnant names while my chaperones carted him off the campus grounds to his waiting chauffeur and Bentley. Groups of students stood gaping at the wild man, speculating about the nature of the ruckus they were witnessing.

In academia, the rigid division of researchers, students, journals, grants, and prizes into separate self-contained disciplines—though unconducive to the type of work represented by this book—might (only in a conciliatory and mellow frame of mind) be viewed as a necessary accommodation