Student Centred Quotes

The function of the university is not simply to teach breadwinning, or to furnish teachers for the public schools, or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, and adjustment which forms the secret of civilisation.

What we have witnessed in our own time is the death of universities as centres of critique. Since Margaret Thatcher, the role of academia has been to service the status quo, not challenge it in the name of justice, tradition, imagination, human welfare, the free play of the mind or alternative visions of the future. We will not change this simply by increasing state funding of the humanities as opposed to slashing it to nothing. We will change it by insisting that a critical reflection on human values and principles should be central to everything that goes on in universities, not just to the study of Rembrandt or Rimbaud.

Know thyself, for in thyself is to be found all that there is to be known,” is still the rule for the wise student. If each one of us would scientifically regard ourselves as centres of force, holding the matter of our bodies within our radius of control, and thus working through and in them, we should have a hypothesis whereby the entire cosmic scheme could be interpreted.

What makes a civilization real to its inhabitants, in the end, is not just the splendid edifices at it centre, nor even the smooth functioning of the institutions they house. At its core, a civilization is the texts that are taught in its schools, learned by its students and recollected in times of tribulation.

All our silver goes to luxury, to the military, to making lace and weapons when there are people dying of simple things these bars could fix. It’s not right that you recruit students from other countries to work your translation centre and that their motherlands receive nothing in return.

...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...

Many people see the current group of college students, sometimes called “Generation Me”,’16 Konrath continues, ‘as one of the most self-centred, narcissistic, competitive, confident and individualistic in recent history.

Inland rain requires trees. Rain clouds on their own cannot travel more than 400km from the sea, so rain in the centre of a continent – the very rain that creates the central forest of the Amazon for example – requires continuous forest to the coast. Around half the rain that falls on the Amazon comes from its trees. As every school geography student knows, water evaporates from the sea, then falls as rain on coastal forest. Those trees ‘breathe out’ water vapour, which creates new clouds that travel further inland in so-called ‘flying rivers’. Crucially, this is how water reaches the soy and corn plantations in central and western Brazil. Once you destroy the forest you get less rain. A 2019 study showed that the rainy season in the state of Mato Grosso had become a month shorter in a decade,41, 42 and many of the major soy farms in Brazil are now suffering from the very drought that they have caused.

Tom had never found any difficulty in discerning a pointer from a setter, when once he had been told the distinction, and his perceptive powers were not at all deficient. I fancy they were quite as strong as those of the Rev. Mr Stelling; for Tom could predict with accuracy what number of horses were cantering behind him, he could throw a stone right into the centre of a given ripple, he could guess to a fraction how many lengths of his stick it would take to reach across the playground, and could draw almost perfect squares on his slate without any measurement. But Mr Stelling took no note of those things: he only observed that Tom's faculties failed him before the abstractions hideously symbolized to him in the pages of the Eton Grammar, and that he was in a state bordering on idiocy with regard to the demonstration that two given triangles must be equal - though he could discern with great promptitude and certainty the fact that they were equal.

For Scotland is made out of cities and the country and the sea, which means It's so much more, as an imagined space, a geography of the mind, Than its centres of population. Demographics are never enough And the way in which this might best be imagined starts In the work of Hugh MacDiarmid. And the poets and artists Who followed from that. Not as disciples. As students. As witnesses As thinking men and women, who understand the depths, complexities Subtleties and strengths and the cosmic clock, All the resources there, and all the risks required. from 'Scotland's Voices

The room was as curious as its occupant. It looked like a small museum. It was both broad and deep, with cupboards and cabinets all round, crowded with specimens, geological and anatomical. Cases of butterflies and moths flanked each side of the entrance. A large table in the centre was littered with all sorts of debris, while the tall brass tube of a powerful microscope bristled up among them. As I glanced round I was surprised at the universality of the man’s interests. Here was a case of ancient coins. There was a cabinet of flint instruments. Behind his central table was a large cupboard of fossil bones. Above was a line of plaster skulls with such names as “Neanderthal,” “Heidelberg,” “Cro-Magnon” printed beneath them. It was clear that he was a student of many subjects. As he stood in front of us now, he held a piece of chamois leather in his right hand with which he was polishing a coin.

Who can ignore that the Olympians of the new bourgeois aristocracy no longer inhabit. They go from grand hotel to grand hotel, or from castle to castle, commanding a fleet or a country from a yacht. They are everywhere and nowhere. That is how they fascinate people immersed into everyday life. They transcend everyday life, possess nature and leave it up to the cops to contrive culture. Is it essential to describe at length, besides the condition of youth, students and intellectuals, armies of workers with or without white collars, people from the provinces, the colonized and semi-colonized of all sorts, all those who endure a well-organized daily life, is it here necessary to exhibit the derisory and untragic misery of the inhabitant, of the suburban dweller and of the people who stay in residential ghettoes, in the mouldering centres of old cities and in the proliferations lost beyond them? One only has to open one's eyes to understand the daily life of the one who runs from his dwelling to the station, near or far away, to the packed underground train, the office or the factory, to return the same way in the evening and come home to recuperate enough to start again the next day. The picture of this generalized misery would not go without a picture of 'satisfactions' which hides it and becomes the means to elude it and break free from it.

While the founder [of any religious or spiritual system] was still walking among his followers and disciples, the latter did not distinguish between the person of their leader and his teaching; for the teaching was realized in the person and the person was livingly explained in the teaching. To embrace the teaching was to follow his steps - that is, to believe in him. His presence among them was enough to inspire them and convince them of the truth of his teaching... So long as he lived among them and spoke to them his teaching and his person appealed to them as an individual unity. But things went differently when his stately and inspiring personality was no more seen in the flesh... The similarities that were, either consciously or unconsciously, recognized as existing in various forms between leader and disciple gradually vanished, and as they vanished, the other side - that is, that which made him so distinctly different from his followers - came to assert itself all the more emphatically and irresistibly. The result was the conviction that he must have come from quite a unique spiritual source. The process of deification thus constantly went on until, some centuries after the death of the Master, he became a direct manifestation of the Supreme Being himself - in fact, he was the Highest One in the flesh, in him there was a divine humanity in perfect realization... Indeed, the teaching is to be interpreted in the light of the teacher's divine personality. The latter now predominates over the whole system; he is the centre whence radiate the rays of Enlightenment, salvation is only possible in believing in him as saviour.

The mixture of a solidly established Romance aristocracy with the Old English grassroots produced a new language, a “French of England,” which came to be known as Anglo-Norman. It was perfectly intelligible to the speakers of other langues d’oïl and also gave French its first anglicisms, words such as bateau (boat) and the four points of the compass, nord, sud, est and ouest. The most famous Romance chanson de geste, the Song of Roland, was written in Anglo-Norman. The first verse shows how “French” this language was: Carles li reis, nostre emperere magnes, set anz tuz pleins ad estéd en Espaigne, Tresqu’en la mer cunquist la tere altaigne… King Charles, our great emperor, stayed in Spain a full seven years: and he conquered the high lands up to the sea… Francophones are probably not aware of how much England contributed to the development of French. England’s court was an important production centre for Romance literature, and most of the early legends of King Arthur were written in Anglo-Norman. Robert Wace, who came from the Channel Island of Jersey, first evoked the mythical Round Table in his Roman de Brut, written in French in 1155. An Englishman, William Caxton, even produced the first “vocabulary” of French and English (a precursor of the dictionary) in 1480. But for four centuries after William seized the English crown, the exchange between Old English and Romance was pretty much the other way around—from Romance to English. Linguists dispute whether a quarter or a half of the basic English vocabulary comes from French. Part of the argument has to do with the fact that some borrowings are referred to as Latinates, a term that tends to obscure the fact that they actually come from French (as we explain later, the English worked hard to push away or hide the influence of French). Words such as charge, council, court, debt, judge, justice, merchant and parliament are straight borrowings from eleventh-century Romance, often with no modification in spelling. In her book Honni soit qui mal y pense, Henriette Walter points out that the historical developments of French and English are so closely related that anglophone students find it easier to read Old French than francophones do. The reason is simple: Words such as acointance, chalenge, plege, estriver, remaindre and esquier disappeared from the French vocabulary but remained in English as acquaintance, challenge, pledge, strive, remain and squire—with their original meanings. The word bacon, which francophones today decry as an English import, is an old Frankish term that took root in English. Words that people think are totally English, such as foreign, pedigree, budget, proud and view, are actually Romance terms pronounced with an English accent: forain, pied-de-grue (crane’s foot—a symbol used in genealogical trees to mark a line of succession), bougette (purse), prud (valiant) and vëue. Like all other Romance vernaculars, Anglo-Norman evolved quickly. English became the expression of a profound brand of nationalism long before French did. As early as the thirteenth century, the English were struggling to define their nation in opposition to the French, a phenomenon that is no doubt the root of the peculiar mixture of attraction and repulsion most anglophones feel towards the French today, whether they admit it or not. When Norman kings tried to add their French territory to England and unify their kingdom under the English Crown, the French of course resisted. The situation led to the first, lesser-known Hundred Years War (1159–1299). This long quarrel forced the Anglo-Norman aristocracy to take sides. Those who chose England got closer to the local grassroots, setting the Anglo-Norman aristocracy on the road to assimilation into English.

Without the lower chakras, all our work in the more spiritual and intuitive centres would be fraught with difficulties. Spiritual students should not go too deeply into the path without very strong and stable lower energy centres.

Mani Kaul, the most strikingly non-narrative of the Indian arthouse filmmakers of the sixties and seventies, was also a student and exponent of the dhrupad. I don’t know if it was his exposure to the raga that made his films (according to many) notoriously slow, and Kaul (this is known to relatively few) a ferocious critic of the Renaissance. The Renaissance painting, like proscenium theatre, or, indeed, the realist story, gives centre-stage to a protagonist – that is, the human being. Renaissance art’s development of perspective helps consolidate the rules of realism: a foreground or central theme, and a background occupied by what’s necessary to complete the portrait of the protagonist. Kaul’s cinema wished to be unfettered by hero or theme; he wanted the camera to devote itself equally to recording things ordinarily consigned to ‘background’.

Admission in nios stream 1 block 1 for class 10th and 12th in sukhrali, sushant lok, basai, kanhai National Institute of Open Schooling (NIOS) is a board that is established with the sole purpose of giving education to those students who have left studies for any reason. It is based on distance education and open learning system. NIOS conducts board examination at 2 levels, which are secondary (which is equivalent to CBSE, ICSE, SSLC and other 10th board examinations) and senior secondary (which is equivalent to any other 12th national and state board examination). Students who have failed in class 9th and 11th standard and want to take admission in 10th or 12th standard directly can choose NIOS. NIOS Admission Process through NIOS Admission Centre in Aya Nagar, New Delhi For getting NIOS admission 2023-24 through NIOS Admission Centre in Aya nagar, New Delhi, you can visit us. You can also contact us at: Mobile: 9716451127, 9560957631 Best NIOS Admission Center in Delhi J.P INSTITUTE OF EDUCATION is the best NIOS coaching & admission center in Delhi. We help students in every way possible. Whether it is filling the form for the exam, helping students in every subject, or helping them clear their exams, they do it all. So is you want to remove your 10th or 12th with ease, then you must come to J.P Institute.

He glanced at me as I started running at his side and I cast furtive looks at him beneath my lashes from time to time as I continued along our route. Students walked the paths, ensuring we were never actually alone for more than a moment or two but we weren’t really with anyone else either. So far, the stars didn’t seem to mind. We kept running all the way through The Wailing Wood to Aer Tower and beyond until we reached the crossroads where the path we usually took headed back towards The Orb and a narrow track led up to the fields which ran along the cliffs above Aer Cove. I hesitated at the crossroads, glancing at Darius for a moment as the damn butterflies made a return to my stomach before taking the narrow path up onto the cliff top. The path was empty with no one up on the cliff as far as I could see. If we ran up there, we really would be alone. I glanced back over my shoulder as Darius paused, wondering if he’d dare to follow me. How far was he willing to push the stars on this? He only hesitated a moment before jogging after me as I ran for the cliff top and a smile tugged at my lips as I put on a spurt of speed. If he wanted to run with me then he’d have to keep up. My feet pounded up the track and I panted as my muscles burned in protest at the incline. The sky grew dark overhead as we ran on and I glanced up to see thick storm clouds sweeping overhead despite the fact that there had been nothing but pale blue to see only minutes ago. Fuck you, stars. I gritted my teeth and kept going, ignoring a thin track which led back to the centre of campus and ploughing on. Thunder rumbled overhead, but I pretended I couldn’t hear it and kept running. The clifftop loomed ahead of me and I fixed my gaze on it as the sound of Darius’s feet hitting the trail chased me on. Rain spilled from the clouds, peppering my cheeks and I didn’t even bother to shield myself from it. I kept running until I made it to the very top of the cliff then stopped. I turned to face Darius as he came to a halt too. “Do you think this is a good idea?” he asked slowly, looking up at the sky as the shower grew heavier and the rain washed over us. He wasn’t shielding himself from it either and his tank was plastered to his skin as the rain pounded down. “Why should we have to listen to the stars?” I asked, raising my voice to be heard over the rain. “Because they govern everything,” Darius said sadly like there was nothing to be done for it. “They don’t govern me,” I growled. Darius frowned slightly as I took a step closer and thunder crashed so violently that the ground trembled. I waited to see what he was going to do and his jaw set as he moved towards me too. The rain slammed down over us so hard that I could hardly see through it. My hair was plastered to my back and a shiver ran through me, but I banished it with a flare of fire magic beneath my skin. Darius stopped inches from me and I looked up at him as water gathered in my lashes and slid over my cheeks. He reached out to cup my jaw in his large hand and the thunder crashed again, lightning forking through the clouds above us as the stars fought to make us part. “Are you sure about this?” he asked me. “Fuck fate,” I snarled because it was time I owned what was going on between us. “No one gets to pick my future for me. I choose what I want and I want you.” The smile he gave me was bright and fierce and full of an emotion I was afraid to put a name to, but the way he was looking at me lit me up from the inside out. “Fuck fate,” Darius agreed darkly. (Tory)

I could feel the tension leaving her as she gave in, her kisses rich and consuming as I explored her mouth with mine. I moved my hand that final inch, my thumb dragging its way up the centre of her panties until I found her clit and pressed down, making her gasp in pleasure. I began circling my thumb against her through her panties and she arched her back, her thighs widening further to give me all the access I wanted to destroy her. I kissed harder as I began to unhook her shirt buttons with my free hand, wanting to see those fucking tits I'd been jerking off over in the flesh. Her hands continued to move across my bare skin as I kept working her clit and I gave up trying to take my time with her as she started panting with need. I shifted my hand, pushing her panties aside and growling with desire as I found her pussy soaked and ready for me and I immediately sank a finger deep inside her. Tory moaned, her voice rough and breathy and so fucking sexy that I had to fight the urge to drop my pants and drive my cock into her here and now so that I could hear what it sounded like when I really made her scream. But thanks to fucking Teddy, I knew I didn't have time to fuck her the way I ached to and I didn't want to rush through something I'd been daydreaming about for so long. So I was going to feel her coming for me like this, take control of her pleasure and leave her wanting more so that she was aching for me as much as possible the next time we found ourselves alone like this and I could really show her what I was made of. My other hand found her tit and I squeezed it through her bra, groaning at the fullness in my palm and breaking our kiss as I worked my way down her body to better service her hardened nipple. Tory leaned back, giving me a perfect fucking view of her with her shirt swinging wide and her skirt hitched up around her waist as I drove my finger in and out of her tight pussy. I yanked her bra down, my dick jerking at the sight of her pink nipple before my mouth descended on it and I sucked it between my lips, coupling the move with the addition of a second finger driving inside her. She moaned even louder, her pussy tightening like a vice around my fingers while I sucked on her nipple and felt her body surging towards its climax like I was playing the most exquisite instrument in the world. The moment I felt her coming for me, I reared up and kissed her hard, swallowing her cries of pleasure and tasting her lust as I dragged my tongue over hers. My dick was fucking aching and I growled with a desperate, needy plea of my flesh which I knew I didn't have time to answer as the heat of our kisses softened and I slowly drew my fingers back out of her, fixing her panties into place again. I broke off our kiss with a surge of effort, mentally planning to give Teddy the lesson from hell for forcing me to cut this shit short after I'd waited so long to claim it. Tory blinked up at me in surprise and I had to fight the urge to pout like a bitch as I read the desire in her body and knew she'd been hoping to come all over my cock again after that stunning first round. “I have a student coming in a minute to learn the art of Vampirism from an expert,” I explained, wishing I could just cancel the damn thing, but my mom had already been calling me out on not attending a bunch of these sessions and as our family name was linked to them, it was a bad look for me to miss any more of them. “So that was purely for my benefit?” Tory asked in surprise as she began to re-button her shirt. My jaw ticked with frustration, though I couldn't claim she was the only one of us who had gotten something out of that. “Oh no, I got plenty from that too,” I promised her, my gaze sweeping over her body appreciatively as I began to mentally plan all the things I wanted to do to every inch of her if I was lucky enough to get to do this with her again. (Caleb POV)

Inland rain requires trees. Rain clouds on their own cannot travel more than 400km from the sea, so rain in the centre of a continent – the very rain that creates the central forest of the Amazon for example – requires continuous forest to the coast. Around half the rain that falls on the Amazon comes from its trees. As every school geography student knows, water evaporates from the sea, then falls as rain on coastal forest. Those trees ‘breathe out’ water vapour, which creates new clouds that travel further inland in so-called ‘flying rivers’. Crucially, this is how water reaches the soy and corn plantations in central and western Brazil. Once you destroy the forest you get less rain. A 2019 study showed that the rainy season in the state of Mato Grosso had become a month shorter in a decade,41, 42 and many of the major soy farms in Brazil are now suffering from the very drought that they have caused. Diverting rivers is not going to be possible, because the river water comes from rain.43 Hotter temperatures and droughts mean the southeastern Amazon has become a source of carbon dioxide rather than a carbon sink, and by some estimates the Amazon now produces more carbon than it stores.44, 45 So, the single greatest threat to Brazilian agribusiness is ... Brazilian agribusiness.

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Horst (2005) used simplified readers in a study of vocabulary development among adult immigrants who were enrolled in an ESL programme in a community centre in Montreal, Canada. The 21 participants represented several language backgrounds and proficiency levels. In addition to the activities of their regular ESL class, students chose simplified readers that were made available in a class library. Over a six-week period, students took books home and read them on their own. Horst developed individualized vocabulary measures so that learning could be assessed in terms of the books each student actually read. She found that there was vocabulary growth attributable to reading, even over this short period, and that the more students read, the more words they learned. She concluded that substantial vocabulary growth through reading is possible, but that students must read a great deal (more than just one or two books per semester) to realize those benefits. As we saw in Chapter 2, when we interact in ordinary conversations, we tend to use mainly the 1,000 or 2,000 most frequent words. Thus, reading is a particularly valuable source of new vocabulary. Students who have reached an intermediate level of proficiency may have few opportunities to learn new words in everyday conversation. It is in reading a variety of texts that students are most likely to encounter new vocabulary. The benefit of simplified readers is that students encounter a reasonable number of new words. This increases the likelihood that they can figure out the meaning of new words (or perhaps be motivated to look them up). If the new words occur often enough, students may remember them when they encounter them in a new context.

NATIONAL SYMBOLS National Flag Our National Flag is a tricolour with deep saffron at the top, white in the middle and dark green at the bottom in equal proportion. The ratio of the width of the flag to its length is 2:3. In the centre of the white band is a navy blue wheel known as Ashok Chakra. It has 24 spokes. Each colour of the flag has its own significance : Saffron — signifies courage and sacrifice White — signifies truth and peace Green — signifies faith and prosperity The wheel is a symbol of progress round the clock.   National Emblem Our National Emblem is a Lion Capital, adopted from the Ashoka’s Pillar at Sarnath.

The public debate, however, ignores this complexity for a more reassuring simplicity, encapsulated in Ken Robinson’s lament: ‘we keep trying to build a better steam engine’. Whenever education is discussed in the media, politicians and parents alike inevitably retreat into a ‘when I was at school’ certainty, based upon little more than a nostalgic belief that, if it worked for them, it should work for everyone. They are apparently oblivious to the challenge to formal education that the rise of the informal presents. Why, for example, should the end-users of formal education – students – be satisfied with attending a physical centre five days a week, using technology that, in many schools, is slower and more restrictive than the tablet or mobile phone that they carry with them (but are usually prevented from using) when in school? Why should we continue to group young people by the year they were born, to study subjects copied from 19th-century universities, when their passion outside school is to develop skills, learning alongside people of all ages, effectively organising their own ‘curriculum’?

The first three decisions made by New Labour were highly symbolic, designed to show the City of London that this was not an old-style Labour regime. They had made their peace with free-market values: the Bank of England would be detached from government control and given full authority to determine monetary policy. A second determining act on entering office was to cut eleven pounds a week in welfare benefits to single mothers. The savings for the state were minimal. The aim was ideological: a show of contempt for the ‘weaknesses’ of the old welfare state, and an assertion of ‘family values’. The third measure was to charge tuition fees to all university students. This was a proposal that had been rejected more than once by the preceding Conservative government, on the grounds that it was unfair and discriminated against students from poor families. New Labour apologists were quick to point out that students in real need would not be charged, but the overall effect has been to discourage working-class children from aspiring to higher education.

A man who never asks himself any questions had better not try asking others. In the centre of his being a teacher should have a sense of justice and a great capacity for dejection. Teachers in a place like this, where education is taken seriously, should always bear in mind that they are the central problem, that we would provide the students with a liberal education if we merely gave them the privilege of looking on while we educated ourselves

Within a few short, dramatic months Afghanistan had been catapulted into the centre of the intensified Cold War between the Soviet Union and the USA. The Afghan Mujaheddin were to become the US-backed, anti-Soviet shock troops. But for the Afghans the Soviet invasion was yet another attempt by outsiders to subdue them and replace their time-honoured religion and society with an alien ideology and social system. The jihad took on a new momentum as the USA, China and Arab states poured in money and arms supplies to the Mujaheddin. Out of this conflict, which was to claim 1.5 million Afghan lives and only end when Soviet troops withdrew from Afghanistan in 1989, would emerge a second generation of Mujaheddin who called themselves Taliban (or the students of Islam.)

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When I left home, I faithfully carried my copy of Sunset Song onward into life. Each reading brought a new layer and deeper understanding, but it was the notion of Two Chrisses that always echoed in my soul. Through Chris Guthrie, I understood the inferiority complex I felt as a working-class Scot as I began to move in different circles. I remember arriving at drama school with Doric words in my mouth, as other students looked blankly at my attempts to find an English equivalent. I'd then return home and feel 'posh' amongst my Scots speaking family. I was part of two worlds, but felt like I belonged in neither. The feeling persistently lingered but surfaced in earnest during the pandemic. At that time, I was working with the Scots Language Centre on their 'Scots Wark' project, and I was asked to deliver a creative learning resource. My offering was called 'The Twa Chrisses: A Love Letter to Sunset Song', a cathartic and empowering story to scrieve, but it also made my fingers itch to write a full theatrical adaptation. Somehow, gorgeous synchronicity ensued when Andrew Panton, Artistic Director of Dundee Rep, and Finn den Hertog contacted me with this very idea.

There’s a profound beauty in the power of blessings & the ripple effect of positive intentions. Starting with my first training company, I made a conscious choice to bless my colleagues, partners & each student who would take a course at my centre. This practice gradually evolved into a habit, extending blessings to everyone I encounter, regardless of their disposition & circumstances. Sweetheart, imagine a world where we actively send silent (or even spoken) blessings & prayers to those around us, big or small, easy or challenging. What if we embraced the power of these positive vibrations, radiating God’s love towards our fellow beings? In turn, wouldn’t these very prayers soften our own hearts & cultivate a more beautiful world? Darling listen – It’s a simple yet powerful experiment worth trying. wouldn’t you agree? Let’s make this new week a testament to that. May this new week be filled with hope, overflowing with blessings for you & your loved ones. Stay healthy, happy & keep radiating the positivity you wish to see in the world…

Meditation has nothing to do with contemplation of eternal questions, or of one’s own folly, or even of one’s navel, although a clearer view on all of these enigmas may result. It has nothing to do with thought of any kind—with anything at all, in fact, but intuiting the true nature of existence, which is why it has appeared, in one form or another, in almost every culture known to man. The entranced Bushman staring into fire, the Eskimo using a sharp rock to draw an ever-deepening circle into the flat surface of a stone achieves the same obliteration of the ego (and the same power) as the dervish or the Pueblo sacred dancer. Among Hindus and Buddhists, realization is attained through inner stillness, usually achieved through the samadhi state of sitting yoga.4 In Tantric practice, the student may displace the ego by filling his whole being with the real or imagined object of his concentration; in Zen, one seeks to empty out the mind, to return it to the clear, pure stillness of a seashell or a flower petal. When body and mind are one, then the whole thing, scoured clean of intellect, emotions, and the senses, may be laid open to the experience that individual existence, ego, the “reality” of matter and phenomena are no more than fleeting and illusory arrangements of molecules. The weary self of masks and screens, defences, preconceptions, and opinions that, propped up by ideas and words, imagines itself to be some sort of entity (in a society of like entities) may suddenly fall away, dissolve into formless flux where concepts such as “death” and “life”, “time” and “space”, “past” and “future” have no meaning. There is only a pearly radiance of Emptiness, the Uncreated, without beginning, therefore without end.5 Like the round bottomed Bodhidharma doll, returning to its centre, meditation represents the foundation of the universe to which all returns, as in the stillness of the dead of night, the stillness between tides and winds, the stillness of the instant before Creation. In this “void”, this dynamic state of rest, without impediments, lies ultimate reality, and here one’s own true nature is reborn, in a return from what Buddhists speak of as “great death”. This is the Truth of which Milarepa speaks.

National Institute of Open Schooling (NIOS) is a board that is established with the sole purpose of giving education to those students who have left studies for any reason. It is based on distance education and open learning system. NIOS conducts board examination at 2 levels, which are secondary (which is equivalent to CBSE, ICSE, SSLC and other 10th board examinations) and senior secondary (which is equivalent to any other 12th national and state board examination). Students who have failed in class 9th and 11th standard and want to take admission in 10th or 12th standard directly can choose NIOS. NIOS Admission Process through NIOS Admission Centre in Aya Nagar, New Delhi For getting NIOS admission 2022-23 through NIOS Admission Centre in Aya nagar, New Delhi, you can visit us. You can also contact us at: Mobile: 9716451127, 9560957631 Best NIOS Admission Center in Delhi J.P INSTITUTE OF EDUCATION is the best NIOS coaching & admission center in Delhi. We help students in every way possible. Whether it is filling the form for the exam, helping students in every subject, or helping them clear their exams, they do it all. So is you want to remove your 10th or 12th with ease, then you must come to J.P Institute.

Education/pedagogy researchers also encourage a paradigm shift from teacher-centred to student-centred, or learner-centred, practices of teaching-learning (Ramsden,

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.

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Pre-Islamic India was renowned for its universities. Great centres of learning like Nalanda, Vaishali, Sarnath, Vikramashila, Takshashila and many more—they attracted students from all over Asia and the world. Following the Islamic invasion of India, all these universities were destroyed. In the centuries following, not a single university was established by any Muslim ruler. This was a Dark Age darker than the one that overtook Europe.”294

As per my knowledge, Bihar has 31 universities, but, you won’t believe that none of these universities has a single incubation centre, nor any entrepreneurship cell – they don’t have any proper training or placement cells either. It’s true that few universities have started training and placement cells, and student activity centers, as per official documents, but they are not functional on the ground.

There are call centres, credit card sales. Be open-minded and things work out.’ ‘Finish engineering and join a call centre?’ ‘Dude, don’t be so shocked. We, like millions of other students, are the losers in the Great Indian Education Race. Be happy with whatever you get.

Finding a fine British International school can be a challenge if you live in a place like Dubai. Known as a melting pot of cultures, Dubai offers many choices when it comes to curriculum preferences. Digging the web for valuable options can leave in you bind as well. But, to find the right and affordable British school in Dubai you must have a clear picture of the options available. To make your work easier, here is a list to help you pick the best British curriculum school in Dubai. The best British International schools in Dubai Listed below are the top picks of English Schools in Dubai: The Winchester School This English school in Dubai is the right example of high-quality education at affordable rates. The Winchester School is an ideal pick as it maintains the desired level of British curriculum standards and has a KHDA rating as ‘good’. Admission: This school is fully inclusive for kids aged 1-13 and it conducts no entrance exam for foundation level. However, for other phases, necessary entrance tests are taken according to the standard. Also, admissions here do not follow the concept of waiting lists, which can depend on the vacant seats and disability criteria. Fees: AED 12,996- AED 22,996 Curriculum: National Curriculum of England-EYFS(Early Years Foundation Stage), IGCSE, International A-Level, and International AS Level. Location: The Gardens, Jebel Ali Village, Jebel Ali Contact: +971 (0)4 8820444, principal_win@gemsedu.com Website: The Winchester School - Jebel Ali GEMS Wellington Internation School GEMS Wellington Internation School is yet another renowned institute titled the best British curriculum school in Dubai. It has set a record of holding this title for nine years straight which reveals its commendable standards. Admission: For entrance into this school, an online registration process must be completed. A non-refundable fee of AED 500 is applicable for registration. Students of all gender and all stages can enroll in any class from Preschool to 12th Grade. Fees: AED 43,050- AED 93,658 Curriculum: GCSE, IB, IGCSE, BTEC, and IB DP Location: Al South Area Contact: +971 (0)4 3073000, reception_wis@gemsedu.com Website: Outstanding British School in Dubai - GEMS Wellington International School Dubai British School Dubai British School is yet another prestigious institute that is also a member of the ‘Taaleem’ group. It is also one of the first English schools to open and get a KHDA rating of ‘Outstanding’. Thus, it can be easily relied on to provide the curriculum of guaranteed quality. Admission: Here, the application here can be initiated by filling up an online form. Next, the verification requires documents such as copies of UAE Residence Visa, Identification card, Medical Form, Educational Psychologist’s reports, Vaccination report, and TC. Also, students of all genders and ages between 3-18 can apply here. Fees: AED 46,096- AED 69,145 Curriculum: UK National Curriculum, BTEC, GCSE, A LEVEL Location: Behind Spinneys, Springs Town Centre, near Jumeirah Islands. Contact: +971 (0)4 3619361 Website: Dubai British School Emirates Hills | Taaleem School Final takeaways The above-listed schools are some of the best English schools in Dubai that you can find. Apart from these, you can also check King’s School Dubai, Dubai College School, Dubai English Speaking School, etc. These offer the best British curriculum school in Dubai and can be the right picks for you. So, go on and find the right school for your kid.

Horror Harvest Pakistan pays a heavy price for nurturing terror. Can it destroy the killing machine now? asks Sajjad Khan. Sajjad Khan | 1472 words Relatives mourn at the funeral of Mohammed Ali Khan,15,one of the students killed in the Peshawar school attack; Courtesy: ReutersPeshawar. Terror. The rhyme is as much a cruel coincidence as it is tragic. The capital of Khyber Pakhtunkhwa province, one of South Asia's oldest cities and an ancient centre of learning, has suffered massively at the hands of terrorists since Pakistan got embroiled in the Afghan jihad nearly 35 years ago. But even for a city so used to the blood of its innocents being spilled, the horror of December 16 was incomparable: at least 132 students and nine staff members of the Army Public School and College (APSC) mowed down in cold blood by Taliban attackers on what should have been just another day at school.