Students Welcome Quotes

If you ever put a student at this school in danger again-' 'Oh, I thought you Gallagher Girls were immune to danger.' Despite the hundred girls the filled the foyer, no one moved or gasped or tried to defend our honor. We stood silently, waiting for our headmistress to say, 'Oh, we are quite used to being underestimated, Agent Townsend. In fact, we welcome it.

She's the first person to smile at me today. The first to make me feel wanted. Understood. I blink back tears. It's unknown how many students' lives librarians have saved by welcoming loners at lunch.

It’s unknown how many students’ lives librarians have saved by welcoming loners at lunch.

Albus Dumbledore had gotten to his feet. He was beaming at the students, his arms opened wide, as if nothing could have pleased him more than to see them all there. "Welcome!" he said. "Welcome to a new year at Hogwarts! Before we begin our banquet, I would like to say a few words. And here they are: Nitwit! Blubber! Oddment! Tweak!" "Thank you!" He sat back down. Everybody clapped and cheered. Harry didn't know whether to laugh or not. “Is he — a bit mad?” he asked Percy uncertainly. "Mad?" said Percy airily. "He's a genius! Best wizard in the world! But he is a bit mad, yes. Potatoes, Harry?

Your job then, should you choose to accept it, is to keep searching for the metaphors, rituals and teachers that will help you move ever closer to divinity. The Yogic scriptures say that God responds to the sacred prayers and efforts of human beings in any way whatsoever that mortals choose to worship—just so long as those prayers are sincere. I think you have every right to cherry-pick when it comes to moving your spirit and finding peace in God. I think you are free to search for any metaphor whatsoever which will take you across the worldly divide whenever you need to be transported or comforted. It's nothing to be embarrassed about. It's the history of mankind's search for holiness. If humanity never evolved in its exploration of the divine, a lot of us would still be worshipping golden Egyptian statues of cats. And this evolution of religious thinking does involve a fair bit of cherry-picking. You take whatever works from wherever you can find it, and you keep moving toward the light. The Hopi Indians thought that the world's religions each contained one spiritual thread, and that these threads are always seeking each other, wanting to join. When all the threads are finally woven together they will form a rope that will pull us out of this dark cycle of history and into the next realm. More contemporarily, the Dalai Lama has repeated the same idea, assuring his Western students repeatedly that they needn't become Tibetan Buddhists in order to be his pupils. He welcomes them to take whatever ideas they like out of Tibetan Buddhism and integrate these ideas into their own religious practices. Even in the most unlikely and conservative of places, you can find sometimes this glimmering idea that God might be bigger than our limited religious doctrines have taught us. In 1954, Pope Pius XI, of all people, sent some Vatican delegates on a trip to Libya with these written instructions: "Do NOT think that you are going among Infidels. Muslims attain salvation, too. The ways of Providence are infinite." But doesn't that make sense? That the infinite would be, indeed ... infinite? That even the most holy amongst us would only be able to see scattered pieces of the eternal picture at any given time? And that maybe if we could collect those pieces and compare them, a story about God would begin to emerge that resembles and includes everyone? And isn't our individual longing for transcendence all just part of this larger human search for divinity? Don't we each have the right to not stop seeking until we get as close to the source of wonder as possible? Even if it means coming to India and kissing trees in the moonlight for a while? That's me in the corner, in other words. That's me in the spotlight. Choosing my religion.

Our faith is in our actions. We welcome strangers into our homes, give money and food to those who have none, and sit with the body of a loved one before burial. Even being a good student, or kind to your spouse, is an act equal to prayer. Things that keep us alive and allow poor people to help others, like simple bread, are holy.

It is never late to earn a degree, masters or doctorate. Learning has no age limit. All age groups are welcome to the act of learning.

It is incumbent therefore upon schools to attend to student friendships, to ensure that the class makes newcomers welcomed, and, at minimum, to ensure that all students have a sense of belonging.

The narrator welcomes new students to his school by offering to tell them who the easy teachers are, or who the good ones are.

It's unknown how many students' lives librarians have saved by welcoming loners at lunch" -Ellie

The war for the Narmada valley is not just some exotic tribal war, or a remote rural war or even an exclusively Indian war. Its a war for the rivers and the mountains and the forests of the world. All sorts of warriors from all over the world, anyone who wishes to enlist, will be honored and welcomed. Every kind of warrior will be needed. Doctors, lawyers, teachers, judges, journalists, students, sportsmen, painters, actors, singers, lovers . . . The borders are open, folks! Come on in.

Suddenly one of the huge front doors swings open. A black teenager impeccably dressed in morning coat and bow tie emerges ... 'Good morning, I am Derrick Noble, president of the student body. Welcome to Central High School.

Instead of revamping school policies to welcome every child, many school systems are bent on revamping the students to conform to their schools.

I believe that getting stuck is often an essential part of the creative process. And when we are stuck—if we have managed to escape the heave and rush of the world, if we have managed to secure solitude and quiet and space without time—then our minds can roam and explore and invent in unfettered freedom. But too often we dread being stuck. Especially our students and young people. We believe that if we are stuck we are failed. On the contrary, we should welcome getting stuck. We should embrace getting stuck. That's when discovery begins.

Male, female, gay, straight, legal, illegal, country of origin—who cares? You can either cook an omelet or you can’t. You can either cook five hundred omelets in three hours—like you said you could, and like the job requires—or you can’t. There’s no lying in the kitchen. The restaurant kitchen may indeed be the last, glorious meritocracy—where anybody with the skills and the heart is welcomed. But if you’re old, or out of shape—or were never really certain about your chosen path in the first place—then you will surely and quickly be removed. Like a large organism’s natural antibodies fighting off an invading strain of bacteria, the life will slowly push you out or kill you off. Thus it is. Thus it shall always be. The ideal progression for a nascent culinary career would be to, first, take a jump straight into the deep end of the pool. Long before student loans and culinary school, take the trouble to find out who you are.

If we want to build schools where parents and teachers are fighting to get in instead of out, we must make developing positive school cultures a priority for every school and principal that welcomes children each day.

It's unknown how many students' lives librarians have saved by welcoming loners at lunch.

When life hands you questions, answer them. When life hands you mysteries, unravel them. When life hands you enigmas, decipher them. When life hands you tasks, accomplish them. When life hands you problems, tackle them. When life hands you skills, develop them. When life hands you talents, sharpen them. When life hands you friends, cherish them. When life hands you family, value them. When life hands you acquaintances, treasure them. When life hands you opponents, confront them. When life hands you acquaintances, celebrate them. When life hands you allies, support them. When life hands you riches, multiply them. When life hands you possessions, protect them. When life hands you pleasures, ration them. When life hands you experiences, relish them. When life hands you students, instruct them. When life hands you mentors, study them. When life hands you teachers, esteem them. When life hands you disciples, inspire them. When life hands you gurus, honor them. When life hands you lessons, remember them. When life hands you teachings, impart them. When life hands you demands, tackle them. When life hands you obstacles, challenge them. When life hands you troubles, overcome them. When life hands you burdens, conquer them. When life hands you titles, cherish them. When life hands you degrees, employ them. When life hands you medals, welcome them. When life hands you awards, appreciate them. When life hands you blessings, count them.

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Already that semester, the university had been steeped in controversy after students at a freshman week welcome event had been reported chanting: “We like ’em young! Y is for your sister, O is for oh so tight, U is for underage, N is for no consent, G is for go to jail.

I’ve come to recognize this as something of a local custom—to express enthusiasm and agreement without real interest. A kind of polite but unyielding distance that saturates so many interactions. But now, their raised eyebrows and tight-lipped smiles fill me with a new sadness, clarifying where I stand in their eyes. Theirs isn’t the gaze of a mentor upon a student but a fixed asymmetry. They look at me as though I am a child whom they can tolerate at the table as long as I know my place. For years, I’ve sensed this violent but hidden truth—that beyond the welcome smiles of this country lies a vast and impenetrable wall: a national self-regard that insists on a mythic goodness. This is a nation that gives and gives to the less fortunate and asks nothing in return. Nothing, that is, but our grateful acquiescence to their silent expectations.

School leaders need to stop creating schools that attempt to lock in prior achievement and experiences (such as by using tracking), and instead be evidence-informed about the talents and growth of all students by welcoming diversity and being accountable for all (regardless of the teachers’ and schools’ expectations).

I sat at a lunch table with a professor of premonotheistic spirituality, plus several women from some of the tribes in this state that has more Native Americans than any other. All agreed that the paradigm of human organization had been the circle, not the pyramid or hierarchy—and it could be again. I’d never known there was a paradigm that linked instead of ranked. It was as if I’d been assuming opposition—and suddenly found myself in a welcoming world; like putting one’s foot down for a steep stair and discovering level ground. Still, when a Laguna law student from New Mexico complained that her courses didn’t cite the Iroquois Confederacy as the model for the U.S. Constitution—or explain that this still existing Confederacy was the oldest continuing democracy in the world—I thought she was being romantic. But I read about the Constitutional Convention and discovered that Benjamin Franklin had indeed cited the Iroquois Confederacy as a model. He was well aware of its success in unifying vast areas of the United States and Canada by bringing together Native nations for mutual decisions but also allowing autonomy in local ones. He hoped the Constitution could do the same for the thirteen states. That’s why he invited two Iroquois men to Philadelphia as advisers. Among their first questions was said to be: Where are the women?

When we finally had a patient, he welcomed me with open arms. He invited me to sit down and it was obvious that he was eager to speak. I told him that I did not wish to hear him now but would return the next day with my students. I was not sensitive enough to appreciate his communications. It was so hard to get one patient, I had to share him with my students. Little did I realize then that when such a patient says “Please sit down now,” tomorrow may be too late. When we revisited him the next day, he was lying back in his pillow, too weak to speak. He made a meager attempt to lift his arm and whispered “Thank you for trying”—he died less than an hour later and kept to himself what he wanted to share with us and what we so desperately wanted to learn.

The Easy Learn Hebrew program is the 'Learn To Read Hebrew In One Day' classroom course 'online', however offering much more in terms of being able to revise the 'classroom' content online repeatedly via the videos, take the online quizzes and being able to print out the associated hard copy learning materials as required.I am very excited to make this program available and look forward to welcoming you as an online Easy Learn Hebrew student.

With only three days left of school, yearbooks arrive. There are several blank pages in the back for signatures, but everybody knows the place of honor is the back cover. Of course I’ve saved mine for Peter. I never want to forget how special this year was. My yearbook quote is “I have spread my dreams under your feet; /Tread softly because you tread on my dreams.” I had a very hard time choosing between that and “Without you, today’s emotions would be the scurf of yesterday’s.” Peter was like, “I know that’s from Amélie, but what the hell is a scurf?” and honestly, he had a point. Peter let me write his. “Surprise me,” he said. As we walk through the cafeteria doors, someone holds the door for us, and Peter says, “Cheers.” Peter’s taken to saying cheers instead of thanks, which I know he learned from Ravi. It makes me smile every time. For the past month or so, the cafeteria’s been half-empty at lunch. Most of the seniors have been eating off-campus, but Peter likes the lunches his mom packs and I like our cafeteria’s french fries. But because the student council’s passing out our yearbooks today, it’s a full house. I pick up my copy and run back to the lunch table with it. I flip to his page first. There is Peter, smiling in a tuxedo. And there is his quote: “You’re welcome.” --Peter Kavinsky. Peter’s brow furrows when he sees it. “What does that even mean?” “It means, here I am, so handsome and lovely to look at.” I spread my arms out benevolently, like I am the pope. “You’re welcome.” Darrell busts out laughing, and so does Gabe, who spreads his arms out too. “You’re welcome,” they keep saying to each other. Peter shakes his head at all of us. “You guys are nuts.” Leaning forward, I kiss him on the lips. “And you love it!

Niru, you're welcome to stay if you want, Ms. McConnell says to me without looking up from her desk. Without students in the classroom she is much smaller and more feminine. I stare at her legs visible beneath her desk and at the way her blonde hair falls about her face as she reads the New Yorker. Porn makes it look so easy, so casual, so routine. Older women are supposed to crave fresh young meat, to lick their pen tops absentmindedly while thinking about us, to squeeze their legs together in a good faith effort to keep from corrupting the younger generations. And I am supposed to stumble forward both confused and uncontrolled, pulled by my relentless desire like light towards a black hole. Except I am unmoved. I imagine Ms. McConnell naked, perched at the edge of her desk, legs crossed waiting for me to cross the room and give her what she needs. That's how they always say it, that they will take what they want, get what they need, that hardcore sex is good punishment for bad behavior. I wonder if it would set the record straight for me. It's nice outside, Ms. McConnell says, you should enjoy the day. Her stare makes me feel like she can read my thoughts and I am suddenly embarrassed.

Welcome to part one of my author’s note: the inspiration behind this book. Just a few years ago, the wildest thing ever happened to me. During my senior year, Tom Holland secretly enrolled in my high school, the Bronx High School of Science, as an undercover student to learn more about American high schools for his upcoming role as Spider-Man. I was lucky enough to meet and talk to him during his time there (literally still reeling in shock if we’re being honest because w h a t), and I’ve always treasured that experience. Since then, an idea has lingered in the back of my head—wouldn’t this be such an incredible concept for a book?

The holy stone looked for all the world like a small iron pineapple, its surface divided into squares by deep grooves, a tarnished silver-steel handle or lever held tight to the side. In ancient times the pineapple was ever the symbol of welcome, though the church used the objects in a different way. Apparently, each theological student of good family and destined for high office was given one on beginning their training and forbidden from pulling the lever on pain of excommunication. A test of obedience they called it. A test of curiosity I called it. Clearly the church wanted bishops who lacked the imagination for exploration and questioning.

The first day we met, she kept on looking at me with her tender and sensitive eyes. And from that day, whenever she and I met, I have felt strange sensations erupt inside my heart. She would come from wherever she would be to welcome me at my apartment. She gets into tumultuous joy when she sees me in the garden area, where I sit in the afternoon to sunbath in the Sun. And in the evenings when I make coffee for myself, she stays nearby to give me company. Leela truly loves me. Sometimes during my evening online classes, she suddenly starts barking loudly. And I tell my students "She is Leela. The doggie who stays near my apartment. Kindly wait for 1 or 2 mins and she will be quite.

The true heart of Carolyn's farm was her kitchen, where sausages and pungent dog treats lay scattered over they counters, along with collars, magazines and books, trial application forums, checks from her students (Carolyn, not big on details, often left them lying around for months), leashes, and dog toys. Pots of coffee were always brewing, and dog people could be found sitting around her big wooden table at all hours. Devon and I were always welcome there, and he grew to love going around the table from person to person, collecting pats and treats. Troubled dogs were familiar at the table, and appreciated. If we couldn't bring our dogs many places, we could always bring them here.

Students are welcome at such schools to study historical and contemporary theology, and to relate these to auxiliary disciplines such as philosophy and literary criticism. But they are not taught to seek ways of applying Scripture for the edification of God’s people. Rather, professors encourage each student to be “up to date” with the current academic discussion and to make “original contributions” to that discussion, out of his autonomous reasoning. So when the theologian finishes his graduate work and moves to a teaching position, even if he is personally evangelical in his convictions, he often writes and teaches as he was encouraged to do in graduate school: academic comparisons and contrasts between this thinker and that, minimal interaction with Scripture itself.

You might think lunchtime at Willing would be different from other high schools. That everyone would be welcome at any table, united by the knowledge that we, at Willing, are the Elite, the Chosen, stellar across the board. Um.No.Of course not.High school is high school, regardless of how much it costs or how many kids springboard into the Ivies. And nowhere is social status more evident than in the dining room (freshman and sophomores at noon; upperclassmen at one). Because, of course, Willing doesn't have a cafeteria, or even a lunch hall. It has a dining room, complete with oak tables and paneled walls that are covered with plaques going all the way back to 1869, the year Edith Willing Castoe (Edward's aunt) founded the school to "prepare Philadelphia's finest young ladies for Marriage,for Leadership, and for Service to the World." Really. Until the sixties, the school's boastful slogan was "She's a Willing Girl." Almost 150 years, three first ladies, and one attorney general-not to mention the arrival of boys-later, female members of the student body are still called Willing Girls. You'd think someone in the seventies would have objected to that and changed it. But Willing has survived the seventies of two different centuries. They'll probably still be calling us Willing Girls in 2075. It's a school that believes in Tradition, sometimes regardless of how stupid that Tradition is.

Welcome, ladies and gentlemen, to your new home.’ He gestured to the stone walls of the cavern that surrounded them. ‘Your lives as you once knew them are over,’ he continued. ‘You have been selected, all of you, the worst, the most cunning, the most mischievous minds from around the world . . . selected to become part of an institution like no other. You have all exhibited certain unique abilities, abilities that set you apart from the mediocrity of the teeming masses and which mark you out as the leaders of tomorrow. Here, in this place, you will be furnished with the knowledge and experience to best exploit your own natural abilities, to hone your craft to a cutting edge.’ He paused and slowly surveyed the pale, wide-eyed faces before him. ‘Each of you has within you a rare quality, a gift if you will, a special talent for the supremely villainous. Society would have us believe that this is an undesirable characteristic, something that should be subdued, controlled, destroyed. But not here . . . no, here we want to see you blossom into all that you can be, to see your innate wickedness flourish, to make you the very worst that you can be.’ He stepped out from behind the lectern and walked to the edge of the raised platform. As he loomed over them he seemed to grow taller and some of those at the front of the group edged backwards nervously. ‘For today all of you have the unique honour and privilege of becoming the newest students of the world’s first and only school of applied villainy.’ He spread his arms, gesturing to the walls around them. ‘Welcome to H.I.V.E., the Higher Institute of Villainous Education.

It is common to assume that multi-racialism is inevitable, and that racial identity will disappear as races mix. Americans prefer to think that the “tragic mulatto,” welcome in neither community, was either a myth or a reflection of outmoded racist thinking. Research suggests things may not be so simple. A 2003 study of 90,000 middle-school and high-school students found that black/white mixed-race children had more health and psychological problems than children who were either black or white. They were more likely to be depressed, sleep badly, skip school, smoke, drink, consider suicide, and have sex. White/Asian children showed similar symptoms. The principal author concluded that the cause was “the struggle with identity formation, leading to lack of self-esteem, social isolation and problems of family dynamics in biracial households.” The authors of a 2008 study reached the same conclusion: “When it comes to engaging in risky/anti-social adolescent behavior, however, mixed race adolescents are stark outliers compared to both blacks and whites. . . . Mixed race adolescents—not having a natural peer group—need to engage in more risky behaviors to be accepted.” A study of white/Asian children found that they were twice as likely as mono-racial children—34 percent vs. 17 percent—to suffer from psychological disorders such as anxiety, depression or drug abuse. Yoonsun Choi of the University of Chicago found that in Seattle middle schools, a clear racial identity seemed to protect against certain problems. Bi-racial children were the group most likely to smoke, take drugs, have been in fights, hurt someone badly, or carry a gun. Prof. Choi believes mixed-race children suffer because no racial group accepts them. “There is some indication that a strong ethnic identity helps protect kids from these [undesirable] behaviors,” she said.

JOIN ILLUMINATI ORDER” CALL +41 76 791 8253 FOR RICH, WEALTH, FAME, LOVE & LUCK. Welcome to the great temple of Illuminati worldwide. Are you a Pastor, Politician, Business man or woman, Musician or an Artist, do you want to be famous or you want to become rich or powerful you can achieve your dreams by being a member of the Illuminati with this all your dreams and heart desire can be fully accomplish People say that the Illuminati are exceptionally wealthy. Is that true? It's true that all twelve members of the Ruling Council are wealthy, but money, for us, simply funds our mission, nothing else. We are not worshippers of Mammon, as our accusers would have you believe. You were born free and die free but will you live free? As long as habit and routine dictate the pattern of living, new dimensions of the soul will not emerge. "Wealth" of the Illuminati is in the form of priceless treasures, not "liquid" money. Some members of the Illuminati have acquired considerable wealth; if you want to join Illuminati contact the priest. To join everyone can join but are you going to keep the secret? BRIEFLY this is a spiritual worshiping whereby it helps you to be successfully in whatever you're doing in life. All men and women are welcome to join this Temple of Only Success, Respect and Super-Rich Model's DJ and rappers welcome Politicians come and wetness Bring your lovers name only and see the changes Business men and women Students come and clean your future GET OUT OF POVERTY Get off the poverty road and onto the path of prosperity now. If money has been tight and things haven't been going very well financially, Our Illuminati society will empower you to change your life and live your life to the fullest. K¬indly conta¬ct us on +41767918253 or email: info786@pm.me Contact Person Agent Adam Address: Kronenstrasse 25 9230 Flawil Switzerland

The ingenious creativity of thought of mind comes at your lowest darkest point of life. Just like I have the tower's densities of being struck by their lightning… that pulls on me constantly into their constellations, yet that makes me reflect on the extraordinary level, or so I think. I always have to be one step ahead of them! You never know where they are at… they could be in the barn for all I know! Up to this point, I have never had anyone tell me what he or she truly thinks about me that goes for appearance, personality, or anything. So, if I would have to describe myself this is what I would say. I would have to say that I find my eyes to be the most striking thing about myself, at least that's what she said- what she has told me… the first time I met her. Oh- finely things were looking up for me when I met her. She said that my light blue eyes tell the stories of my life. You can see the emotional- feelings when gazing into them, or at least that is what she made me believe. So, we got a new reject in class this week named Maiara, she is a transfer student; I liked her as soon as I saw her, she is wild, sweet, and outstandingly suggestive! She was what I was looking for and everything I needed. There was a glowing connection at first sight on both of our faces. The look of shock and surprise from both of us at that moment was dreamlike! Our eyes were fixated on each other the first time in the tiny room, she was like a love dove that flapped her wings my way, I knew, at last, I had someone that would brighten my drab cell for me. She came in there with a breath of fresh air; she is the hope I needed. Maiara- Hi everyone…! The others groaned their welcomes in false enthusiasm, one even yawned loudly. So, who are you? She walked up to me and bent a little into me in front of my desk? Nevaeh! I am shrieking said with butterflies like jitters. Then she touched my hair, and brushed my chin and lower lip with her soft fingertips!

Besides, it’s not as big a deal as people make it out to be. You just have to be prepared to answer any question on any of the four hundred books you’ve read so far in graduate school. And if you get it wrong, they kick you out,” she said. He fixed her with a look of barely contained awe while she stirred the salad around her plate with the tines of her fork. She smiled at him. Part of learning to be a professor was learning to behave in a professorial way. Thomas could not be permitted to see how afraid she was. The oral qualifying exam is usually a turning point—a moment when the professoriate welcomes you as a colleague rather than as an apprentice. More infamously, the exam can also be the scene of spectacular intellectual carnage, as the unprepared student—conscious but powerless—witnesses her own professional vivisection. Either way, she will be forced to face her inadequacies. Connie was a careful, precise young woman, not given to leaving anything to chance. As she pushed the half-eaten salad across the table away from the worshipful Thomas, she told herself that she was as prepared as it was possible to be. In her mind ranged whole shelvesful of books, annotated and bookmarked, and as she set aside her luncheon fork she roamed through the shelves of her acquired knowledge, quizzing herself. Where are the economics books? Here. And the books on costume and material culture? One shelf over, on the left. A shadow of doubt crossed her face. But what if she was not prepared enough? The first wave of nausea contorted her stomach, and her face grew paler. Every year, it happened to someone. For years she had heard the whispers about students who had cracked, run sobbing from the examination room, their academic careers over before they had even begun. There were really only two ways that this could go. Her performance today could, in theory, raise her significantly in departmental regard. Today, if she handled herself correctly, she would be one step closer to becoming a professor. Or she would look in the shelves

She drops the singsong thing. “I do go to school, Krissy. I didn’t quit.” Ow. “You know what I think? I think you’re under a lot of pressure, with a baby coming and making your first record. Maybe it makes you want to go back to a time before you had all these stresses in your life.” She is blowing me off. “So you’re a psychology major after all.” She doesn’t laugh. “I’m going to give you some advice now.” No shit. “Don’t ever run away from your commitments. You’ll have more options open to you if you don’t run away. Does that make sense?” I say nothing. I shouldn’t have said that I ran away. I should have put it differently. ‘I’ve come to a decision’ or something dramatical like that. Then she’d be on my side, welcoming me back, not lecturing me. “We all have a snake,” Betty continues, and right now you need to -“ “What?” It’s like she slapped me. “I said we all have a snake and yours is -“ “We all have a what?” My head’s pounding along with my heart. “I don’t mean it literally. I’m just trying to say that if you don’t face -“ “Did you say we all have snakes? Why did you say that?” She sighs. “Krissy, if you’d let me finish, I could tell you.” I sit, stunned. I never told her about the snake. “I have a snake and you have a snake. We all have to face our demons some day, sweetheart, and that day’ll be the scariest you ever lived. Then you’ll wake up the next morning and realise your snake is still there, that you have to face your demons again. But it won’t be so scary this time. Once you see your shadow, you’ll realise that the rest of your life will be spent staring it down, but you know what?” “What?” “You can do it.” “Yeah. Thanks, Betty.” Christ. “Krissy, you have a calling, so make this record. If you hate it, you never have to make another record again.” She doesn’t understand. I slide to the floor. The [university student campaign] issue girls turn around to stare at me, their clipboards at their sides. “Promise?” I ask. “I promise,” says Betty. “If this record’s as bad as you think it is,” she says cheerfully, “you won’t be allowed to make another one!

On my next weekend without the kids I went to Nashville to visit her. We had a great weekend. On Monday morning she kissed me goodbye and left for work. I would drive home while she was at work. Only I didn’t go straight home. I went and paid her recruiting officer a little visit. I walked in wearing shorts and a T-shirt so my injuries were fully visible. The two recruiters couldn’t hide the surprise on their faces. I clearly looked like an injured veteran. Not their typical visitor. “I’m here about Jamie Boyd,” I said. One of the recruiters stood up and said, “Yes, I’m working with Jamie Boyd. How can I help you?” I walked to the center of the room between him and the female recruiter who was still seated at her desk and said, “Jamie Boyd is not going to be active duty. She is not going to be a truck driver. She wants to change her MOS and you’re not going to treat her like some high school student. She has a degree. She is a young professional and you will treat her as such.” “Yes, sir, yes, sir. We hold ourselves to a higher standard. We’ll do better. I’m sorry,” he stammered. “You convinced her she can’t change anything. That’s a lie. It’s paperwork. Make it happen.” “Yes, sir, yes, sir.” That afternoon Jamie had an appointment at the recruitment center anyway for more paperwork. Afterward, she called me, and as soon as I answered, without even a hello, she said, “What have you done?” “How were they acting?” I asked, sounding really pleased with myself. “Like I can have whatever I want,” she answered. “You’re welcome. Find a better job.” She wasn’t mad about it. She just laughed and said, “You’re crazy.” “I will always protect you. You were getting screwed over. And I’m sorry you didn’t know about it, but you wouldn’t have let me go if I had told you ahead of time.” “You’re right, but I’m glad you did.” Jamie ended up choosing MP, military police, as her MOS because they offered her a huge signing bonus. We made our reunion official and she quit her job in Nashville to move back to Birmingham. She had a while before basic training, so she moved back in with me. We were both very happy, and as it turned out, some very big changes were about to happen beyond basic training.

Since my visit to the Hermitage, I had become more aware of the four figures, two women and two men, who stood around the luminous space where the father welcomed his returning son. Their way of looking leaves you wondering how they think or feel about what they are watching. These bystanders, or observers, allow for all sorts of interpretations. As I reflect on my own journey, I become more and more aware of how long I have played the role of observer. For years I had instructed students on the different aspects of the spiritual life, trying to help them see the importance of living it. But had I, myself, really ever dared to step into the center, kneel down, and let myself be held by a forgiving God? The simple fact of being able to express an opinion, to set up an argument, to defend a position, and to clarify a vision has given me, and gives me still, a sense of control. And, generally, I feel much safer in experiencing a sense of control over an undefinable situation than in taking the risk of letting that situation control me. Certainly there were many hours of prayer, many days and months of retreat, and countless conversations with spiritual directors, but I had never fully given up the role of bystander. Even though there has been in me a lifelong desire to be an insider looking out, I nevertheless kept choosing over and over again the position of the outsider looking in. Sometimes this looking-in was a curious looking-in, sometimes a jealous looking-in, sometimes an anxious looking-in, and, once in a while, even a loving looking-in. But giving up the somewhat safe position of the critical observer seemed like a great leap into totally unknown territory. I so much wanted to keep some control over my spiritual journey, to be able to predict at least a part of the outcome, that relinquishing the security of the observer for the vulnerability of the returning son seemed close to impossible. Teaching students, passing on the many explanations given over the centuries to the words and actions of Jesus, and showing them the many spiritual journeys that people have chosen in the past seemed very much like taking the position of one of the four figures surrounding the divine embrace. The two women standing behind the father at different distances the seated man staring into space and looking at no one in particular, and the tall man standing erect and looking critically at the event on the platform in front of him--they all represent different ways of not getting involved. There is indifference, curiosity, daydreaming, and attentive observation; there is staring, gazing, watching, and looking; there is standing in the background, leaning against an arch, sitting with arms crossed, and standing with hands gripping each other. Every one of these inner and outward postures are all too familiar with me. Some are more comfortable than others, but all of them are ways of not getting directly involved," (pp. 12-13).

Are you Hilary Westfield?” She sounded like she hoped it wasn’t the case. Hilary nodded. “Oh. Well, I’m Philomena. I have to show you to your room.” Hilary looked wildly at Miss Greyson. “I’m Miss Westfield’s governess,” Miss Greyson said, to Hilary’s relief. Maybe talking politely to people like Philomena was something you learned at Miss Pimm’s, or maybe getting past Philomena was a sort of entrance exam. “Is there any chance we could see Miss Pimm? We’re old acquaintances. I used to go to school here, you see.” Miss Greyson smiled for the second time that day—the world was getting stranger and stranger by the minute—but Philomena didn’t smile back. “I’m terribly sorry,” said Philomena, “but Miss Pimm doesn’t receive visitors. You can leave Miss Westfield with me, and the porter will collect Miss Westfield’s bags.” She raised her eyebrows as the carriage driver deposited the golden traveling trunk on the doorstep. “I hope you have another pair of stockings in there.” “I do.” Hilary met Philomena’s stare. “I have nineteen pairs, in fact. And a sword.” Miss Greyson groaned and put her hand to her forehead. “Excuse me?” said Philomena. “I’m afraid Miss Westfield is prone to fits of imagination,” Miss Greyson said quickly. Philomena’s eyebrows retreated. “I understand completely,” she said. “Well, you have nothing to worry about. Miss Pimm’s will cure her of that nasty habit soon enough. Now, Miss Westfield, please come along with me.” Hilary and Miss Greyson started to follow Philomena inside. “Only students and instructors are permitted inside the school building,” said Philomena to Miss Greyson. “With all the thefts breaking out in the kingdom these days, one really can’t be too careful. But you’re perfectly welcome to say your good-byes outside.” Miss Greyson agreed and knelt down in front of Hilary. “A sword?” she whispered. “I’m sorry, Miss Greyson.” “All I ask is that you take care not to carve up your classmates. If I were not a governess, however, I might mention that the lovely Philomena is in need of a haircut.” Hilary nearly laughed, but she suspected it might be against the rules to laugh on the grounds of Miss Pimm’s, so she gave Miss Greyson her most solemn nod instead. “Now,” said Miss Greyson, “you must promise to write. You must keep up with the news of the day and tell me all about it in your letters. And you’ll come and visit me in my bookshop at the end of the term, won’t you?” “Of course.” Hilary’s stomach was starting to feel very strange, and she didn’t trust herself to say more than a few words at a time. This couldn’t be right; pirates were hardly ever sentimental. Then again, neither was Miss Greyson. Yet here she was, leaning forward to hug Hilary, and Hilary found herself hugging Miss Greyson back. “Please don’t tell me to be a good little girl,” she said. Miss Greyson sniffed and stood up. “My dear,” she said, “I would never dream of it.” She gave Hilary’s canvas bag an affectionate pat, nodded politely to Philomena, and walked down the steps and through the gate, back to the waiting carriage. “Come along,” said Philomena, picking up the lightest of Hilary’s bags. “And please don’t dawdle. I have lessons to finish.” HILARY FOLLOWED PHILOMENA through a maze of dark stone walls and high archways. From the inside, the building seemed more like a fortress

PART 1-Introduction I:1 A theoretical foundation such as the text is necessary as a background to make these exercises meaningful. Yet it is the exercises which will make the goal possible. An untrained mind can accomplish nothing. It is the purpose of these exercises to train the mind to think along the lines which the course sets forth. 2 The exercises are very simple. They do not require more than a few minutes, and it does not matter where or when you do them. They need no preparation. They are numbered, running from 1 to 365. The training period is one year. Do not undertake more than one exercise a day. 3 The purpose of these exercises is to train the mind to a different perception of everything in the world. The workbook is divided into two sections, the first dealing with the undoing of what you see now and the second with the restoration of sight. It is recommended that each exercise be repeated several times a day, preferably in a different place each time and, if possible, in every situation in which you spend any long period of time. The purpose is to train the mind to generalize the lessons, so that you will understand that each of them is as applicable to one situation as it is to another. 4 Unless specified to the contrary, the exercise should be practiced with the eyes open, since the aim is to learn how to see. The only rule that should be followed throughout is to practice the exercises with great specificity. Each one applies to every situation in which you find yourself and to everything you see in it. Each day’s exercises are planned around one central idea, the exercises themselves consisting of applying that idea to as many specifics as possible. Be sure that you do not decide that there are some things you see to which the idea for the day is inapplicable. The aim of the exercises will always be to increase the application of the idea to everything. This will not require effort. Only be sure that you make no exceptions in applying the idea. 5 Some of the ideas you will find hard to believe, and others will seem quite startling. It does not matter. You are merely asked to apply them to what you see. You are not asked to judge them nor even to believe them. You are asked only to use them. It is their use which will give them meaning to you and show you they are true. Remember only this—you need not believe them, you need not accept them, and you need not welcome them. Some of them you may actively resist. None of this will matter nor decrease their efficacy. But allow yourself to make no exceptions in applying the ideas the exercises contain. Whatever your reactions to the ideas may be, use them. Nothing more than this is required.   Lesson 1 - Nothing I see in this room [on this street, from this window, in this place] means anything. 1 Now look slowly around you, and practice applying this idea very specifically to whatever you see: 2 This table does not mean anything. This chair does not mean anything. This hand does not mean anything. This foot does not mean anything. This pen does not mean anything. 3 Then look farther away from your immediate area, and apply the idea to a wider range: 4 That door does not mean anything. That body does not mean anything. That lamp does not mean anything. That sign does not mean anything. That shadow does not mean anything. 5 Notice that these statements are not arranged in any order, and make no allowance for differences in the kinds of things to which they are applied. That is the purpose of the exercise. The statement is merely applied to anything you see. As you practice applying the idea for the day, use it totally indiscriminately. Do not attempt to apply it to everything you see, for these exercises should not become ritualistic. Only be sure that nothing you see is specifically excluded. One thing is like another as far as the application of the idea is concerned.

A brick could be given as a graduation gift to a C student. It’s like here, welcome to a life in the construction industry. 


However, this isn’t how most American Christians think. American Christians gravitate to those who agree with them and are most welcoming toward those who swear allegiance to the church-approved doctrines and practices. Most Christians prefer to spend time with those who mirror themselves, which happens because Jesus isn’t in charge of the class. The students have taken over and replaced Jesus’ way of life with their own preferences. Jesus has become an impediment, a complicating factor to doing what we want.

Thanks to an emphasis on abstinence-only sex education, nine of the ten states with the highest rates of teen pregnancy are red states. In Mississippi, the sex education curriculum teaches students that homosexuality is illegal. In

ac·cept   v. [trans.] 1 consent to receive (a thing offered): he accepted a pen as a present.    agree to undertake (an offered position or responsibility).  give an affirmative answer to (an offer or proposal); say yes to: he would accept their offer and see what happened | [intrans.] Tim offered Brian a lift home and he accepted.  DATED say yes to a proposal of marriage from (a man): Ronald is a good match and she ought to accept him.  receive as adequate, valid, or suitable: the college accepted her as a student;credit cards are widely accepted.  regard favorably or with approval; welcome: the Harvard literati never accepted him as one of them.  agree to meet (a draft or bill of exchange) by signing it.  (of a thing) be designed to allow (something) to be inserted or applied: vending machines that accepted 100-yen coins for cans of beer.

You could play ‘Welcome to the Jungle’ as the students arrive, the title theme from Chariots of Fire, the Rocky title track ‘Gonna Fly Now’ or the ‘Theme from Mission: Impossible’ during tough tasks, The Benny Hill Show theme tune when you want them to change activities or the Countdown clock music when you want them to answer spot questions.

Antonio could not stop thinking about Dean Fiero’s words during his welcoming speech, “Look to your left; now to your right. One of you will not be here in 1915!” These words were used to intimidate freshman law students to draw their attention to the importance of being diligent in their forthcoming studies. They still are.

SUCCESSFUL COMMUNITY WELCOMES AND rewards more than one kind of person. Diverse residents support themselves and enrich one another’s lives with different talents. So, too, over a season’s communal work at a student farm, a group bonds to become a family.

Dominance is negatively related to grades in high school and undergraduate work, but the opposite is true in graduate work – with dissertations and theses, the better work is done by high-dominance people who show more creativity and independence of mind. Of course, that dominance isn’t necessarily welcomed, because professors may still find docility in students to be a desirable trait. Incidentally, creative people have a personality profile which is not everybody’s cup of tea. They are often difficult people. Their combination of high dominance and introversion is not always easy to deal with.

[M]any whites flee from diversity, but a few welcome it. Joe and Jessica Sweeney of Peoria, Illinois, had been sending their children to private school but decided the multi-racial experience of public school would be valuable. After the switch, their eight-year-old son and nine-year-old daughter were taunted with racial slurs, and became withdrawn. One day, a black student threatened to kill the girl with a box cutter. The same day, the boy showed his parents a large bruise he got when he was knocked down and called “stupid white boy.” The school reacted with indifference. The Sweeneys sent their children back to private school.” Fourteen-year-old James Tokarski was one of a handful of whites attending Bailly Middle School in Gary, Indiana, in 2006. Black students called him “whitey” and “white trash” and repeatedly beat him up. They knocked him unconscious twice. The school offered James a “lunch buddy,” to be with him whenever he was not in class, but his parents took him out of Bailly. The mother of another white student said it was typical for whites to be called “whitey” or “white boy,” and to get passes to eat lunch in the library rather than face hostile blacks in the lunch room. On Cleveland’s West Side, ever since court-ordered busing began in the 1970s, blacks and Hispanics have celebrated May Day by attacking whites. In 2003, Elsie Morales, a Puerto Rican mother of two, told reporters that when she took part in May Day violence as a student in the 1970s she justified it as payback for white oppression. Her daughter Jasmine said it was still common to attack whites: “It’s like if you don’t jump this person with us, you’re a wimp and we’ll get you next.” In the late 1990s, whites were 41 percent of students in Seattle public schools, blacks were 23, and the rest were Hispanic and Asian. In 1995 and 1999, schools conducted confidential surveys about racial harassment. In both years, a considerably larger percentage of white than black students complained of racial taunts or violence. Only an “alternative” newspaper reported the findings, and school representatives refused to discuss them.

The Chief of Student Welcoming writes that the school was created exclusively for youths of the underprivileged countries of Asia, Africa and Latin America. Lee wonders how they can think he is privileged. It is part of the general stupidity about life in the U.S.

I know it's hard for American students to reach out to us refugees, and maybe you worry about being rejected or put on the spot. But here is one thing I want to say in this book: it's harder for us to reach out to you - we, with our clumsy English. I want to say, Don't be afraid of us - you have to understand: We're afraid of you. We want to make friends, but you have to take the first step.

Another explanation, of course, might be that minority students, well aware of how much they had previously benefited from preferences, realized that without those preferences they stood little chance of getting in to the most selective campuses. UC could have responded to the charge of being “unwelcoming” with something like the following rebuttal: “We welcome students of all races and ethnicities. Every student will be judged according to his accomplishments, and anyone who meets our standard—equally high for all—will win admission. UC has never discriminated and never will.” Instead, UC continued throwing its weight behind the argument that the only way to “welcome” minority students is to make sure that they get in whether or not they match the academic qualifications of white and Asian students.

The left’s attempt to punish, humiliate, and ostracize its opponents is particularly apparent in universities. Students at the Savannah College of Art and Design began a petition demanding the removal of the name of Savannah native Justice Clarence Thomas from one of the campus buildings, preposterously claiming he is “anti-woman.”66 Across the pond, Cambridge University rescinded its invitation for a visiting fellowship from Professor Jordan Peterson after students protested Peterson’s skepticism of white privilege and global warming, among various heresies.67 Laughably, they say Peterson isn’t welcome on their campus because they promote an “inclusive environment.” Only leftists could speak such Orwellian pap with a straight face. As the Spectator’s Toby Young observed, inclusiveness means an environment where “everyone looks different but thinks exactly the same.”68 Indeed, how can liberal academics think they are training young minds to think for themselves when they censor ideas not in lockstep with their own?

They were part of an international community of scholars .... There was an atmosphere of feverish excitement among them as they discovered and explored the treasure-house of Arab learning, and they had casually welcomed Jack as a student: they admitted into their circle anyone who understood what they were doing and shared their enthusiasm for it.

TV is a problem only if you’ve forgotten how to look and listen…My students and I discuss this all the time. They’re beginning to feel they ought to turn against the medium, exactly as an earlier generation turned against their parents and their country. I tell them they have to learn to look as children again. Root out content. Find the codes and messages... … [They say] television is just another name for junk mail. But tell them I can't accept that. I tell them I’ve been sitting this room for more than two months, watching TV into the early hours, listening carefully, taking notes. A great and humbling experience, let me tell you. Close to the mystical. … I’ve come to understand that the medium is a primal force in the American home. Sealed-off, timeless, self-contained, self-referring. It’s like a myth being born right there in our living room, like something we know in a dream-like and preconscious way. I’m very enthused. … You have to learn how to look. You have to open yourself to the data. TV offers incredible amounts of psychic data. It opens ancient memories of world birth, it welcomes us into the grid, the network of little buzzing dots that make up the picture pattern. There is light, there is sound. I ask my students 'What more do you want?' Look at the wealth of data concealed in the grid, in the bright packaging, the jingles, the slice-of-life commercials, the products hurtling out of darkness, the coded messages and endless repetitions, like chants, like mantras. 'Coke is it, Coke is it, Coke is it.’ The medium practically overflows with sacred formulas if we can remember how to respond innocently and get past our irritation, weariness and disgust. (50-51)

The Easy Learn Hebrew program is the 'Learn To Read Hebrew In One Day' classroom course 'online', however offering much more in terms of being able to revise the 'classroom' content online repeatedly via the videos, take the online quizzes and being able to print out the associated hard copy learning materials as required.I am very excited to make this program available and look forward to welcoming you as an online Easy Learn Hebrew student.

To understand what Bloom means, consider this dialogue (based loosely on a real-life exchange) between a high-school teacher and her student Elizabeth: Teacher: Welcome, students. This is the first day of class, and so I want to lay down some ground rules. First, since no one has the truth, you should be open-minded to the opinions of your fellow students. Second . . . Elizabeth, do you have a question? Elizabeth: Yes, I do. If nobody has the truth, isn't that a good reason for me not to listen to my fellow students? After all, if nobody has the truth, why should I waste my time listening to other people and their opinions? What's the point? Only if somebody has the truth does it make sense to be open-minded. Don't you agree? Teacher: No, I don't. Are you claiming to know the truth? Isn't that a bit arrogant and dogmatic? Elizabeth: Not at all. Rather, I think it's dogmatic, as well as arrogant, to assert that no single person on earth knows the truth. After all, have you met every person in the world and quizzed them exhaustively? If not, how can you make such a claim? Also, I believe it's actually the opposite of arrogance to say that I will alter my opinions to fit the truth whenever and wherever I find it. And if I happen to think that I have good reason to believe I do know the truth and would like to share it with you, why wouldn't you listen to me? Why would you automatically discredit my opinion before it is even uttered? I thought we were supposed to listen to everyone's opinion. Teacher: This should prove to be an interesting semester. Another student: (blurts out) Ain't that the truth. (the students laugh)

Welcome, new students, to your first fire class. I’m Miss Tinder,” she says, introducing herself. Most guys would be happy if they swiped left on the Tinder app and found her.

Darla, a third grader, was overweight, awkward, and a “crybaby.” She was such a prime target that half of the class bullied her, hitting her and calling her names on a daily basis—and winning one another’s approval for it. Several years later, because of Davis’s program, the bullying had stopped. Darla had learned better social skills and even had friends. Then Darla went to middle school and, after a year, came back to report what had happened. Her classmates from elementary school had seen her through. They’d helped her make friends and protected her from her new peers when they wanted to harass her. Davis also gets the bullies changing. In fact, some of the kids who rushed to Darla’s support in middle school were the same ones who had bullied her earlier. What Davis does is this. First, while enforcing consistent discipline, he doesn’t judge the bully as a person. No criticism is directed at traits. Instead, he makes them feel liked and welcome at school every day. Then he praises every step in the right direction. But again, he does not praise the person; he praises their effort. “I notice that you have been staying out of fights. That tells me you are working on getting along with people.” You can see that Davis is leading students directly to the growth mindset. He is helping them see their actions as part of an effort to improve. Even if the change was not intentional on the part of the bullies, they may now try to make it so.

They had learned a lot in those lean times. Brilliant, gifted students, both of them, cosseted and given awards and appreciated; it had come as a rude shock. It had taught them to woo audiences, to ignore their surroundings, to welcome their listeners, however few; and to please them.

These dispositions include hospitality, participation, mindfulness, humility, mutuality, deliberation, appreciation, hope, and autonomy (p. 8). Hospitality makes learners feel welcome to participate and safe to express their ideas and opinions. Participation encourages contributions from all learners to add depth and subtlety to the discussion. Mindfulness encourages learners to spend time to understand the opinions of other learners and be respectful of their diversity of thought. Humility allows learners to admit the limitations of their knowledge and opinions. Mutuality encourages learners to be concerned not only about their own learning but the learning of their peers. Deliberation encourages learners to offer arguments and counterarguments supported by evidence, data, and logic in a thoughtful discussion of an issue. It includes the understanding that their views may be changed as a result of the arguments presented by peers. Learners express their appreciation to peers for their thoughtful comments and insights. Hope encourages learners to stay the course regardless of the time, effort, and roadblocks they may encounter knowing that the results will be a transforming learning experience. Autonomy allows learners to stay committed to their opinions and beliefs and argue assertively for them. Posting these dispositions at the beginning of a course can set the stage for mindful discussions and encourage respectful dialogue (Brookfield & Preskill, 2005).

For students, speaking out against any injustice, especially when adults are involved, can be a formidable task. But it's crucial, life-changing, and perhaps even life saving. Here is what I hope you, dear reader, know: in darkness, be the light. Let yours be the one that illuminates the world, guided by an unwavering moral compass, courage, compassion, and love. Make your home, your school, your community a place where humanKIND is welcome.

The rusty hinge of a grackle sounds from the trees overhead. He’s about to apologize, to say that he made a mistake and go home, when she offers him the ice cream sandwich. For the first time all afternoon, she lowers her guard, with something like a smile. “Look,” she says. “I played along a little. I waited with those other women and let you buy me ice cream like we were just another hetero couple out on our hetero Sunday date with the boringly hetero idea to go to the park. Now have some ice cream, I don’t want to eat all of it.” He takes a bite, and she pulls it back. “One thing I’ll tell you, though,” she says. “You move differently than before.” “Move differently?” “Yeah, you were always graceful, but you used to be so careful to swing your hips. You were a languid boy, who learned to move like a woman, who then learned to move like a boy again, but without wiping your hard drive each time. You’ve got all these glitches in the way you move. I was watching you in the ice cream line—you slither.” “Wow, Reese, just wow.” “No! It’s charismatic. Remember how Johnny Depp pretended to be a drunk Keith Richards pretending to be a fey pirate? You can’t help but be a little drawn in, like: What’s going on with that one?” She smiles at him and takes a lick of ice cream, mock innocent. “I forget what it’s like being around trans women,” he admits. “That for once, I’m not the only one constantly analyzing the gender dynamics of every situation to play my role.” “Welcome back,” she says, seeming considerably cheered. “You must have also forgotten that I taught you everything you know.” “Please. The student surpassed the master long ago.” “Girl, you wish.” It’s like coming home, that quick “girl.” Something warmer and sweeter than the spring sun heating his neck and the ice cream lingering on his tongue. It’s scary-seductive, emphasis on scary. Start looking for that kind of comfort and he’s bound to make a fool of himself.

Every guest in this Hall,’ said Dumbledore, and his eyes lingered upon the Durmstrang students, ‘will be welcomed back here, at any time, should they wish to come. I say to you all, once again – in the light of Lord Voldemort’s return, we are only as strong as we are united, as weak as we are divided. ‘Lord Voldemort’s gift for spreading discord and enmity is very great. We can fight it only by showing an equally strong bond of friendship and trust. Differences of habit and language are nothing at all if our aims are identical and our hearts are open. ‘It is my belief – and never have I so hoped that I am mistaken – that we are all facing dark and difficult times. Some of you, in this Hall, have already suffered directly at the hands of Lord Voldemort. Many of your families have been torn asunder. A week ago, a student was taken from our midst. ‘Remember Cedric. Remember, if the time should come when you have to make a choice between what is right, and what is easy, remember what happened to a boy who was good, and kind, and brave, because he strayed across the path of Lord Voldemort. Remember Cedric Diggory.

The concept is to establish a welcoming structure and routine by assigning students to tables and lunchtime discussion topics based upon their mutual (or similar) passions. If possible, the tables could be moved off to one side of the cafeteria, away from the distracting noise and visuals, to help foster successful conversations.

Have you ever seen the teacher of an art class at work? Frequently he will find in the drawing of one pupil a flaw which is so typical of most students’ work at the same stage that he will call the other pupils of the class around the easel. Using the imperfect canvas as his text, he will branch into criticism, advice, exhortation, and will occasionally go on to rub out the mistake and draw the line or put in the color as it should have been done. If you will observe the group at this moment you will discover that, tragically enough, everyone seems to be benefiting by the lecture except the very pupil to whom it should be most valuable. In almost every case the one whose work is providing the example will be quivering, nervous, sometimes tearful, often angry—in short, giving every sign that he is feeling so personally humiliated and insulted that he is reacting at an infantile level. If you ask for help, or put yourself into the relation of a pupil to a teacher, learn to advance by your mistakes instead of suffering through them. Keep your attitude impersonal while you are being shown the road back to the right procedure. If you are in school, or taking class or private instruction, it is wise to take every opportunity to ask well-considered questions, then to act on the information, and finally—and very important—to report to your instructor as to your success or failure through following his advice. This is of advantage not only to you, but to him and his subsequent pupils, since he cannot know what practices are effective and what are only useful to himself and a few like him unless his pupils report in this fashion. If you must consistently report no progress, then one of two things must be true: that you are not fully understanding him, or that you are not working under the right master. After your period of apprenticeship is over, try not to weaken yourself or bring about self-doubt to such an extent that you must have help on minor points of procedure. Every physician and psychiatrist knows that there is a great class of “sufferers” who return again and again, asking so many and such trivial questions that it seems unlikely they could ever have grown to maturity if they were as helpless in all relations as they show themselves to their physicians. No one except a charlatan truly welcomes the appearance of such patients as these. The person who is looking for an excuse to blame his failure on another or who will not, if he can help it, grow up and settle his own difficulties, will go on asking advice until he draws his last breath, and even the astutest consultant may be forgiven if he sometimes mistakes an infrequent questioner for one of the weaker type. A good touchstone to show whether you may be only following a nervous habit of dependence is to ask yourself in every case: “Would I ask this if I had to pay a specialist’s fee for the answer?

You are the visiting students from abroad,” he said. “I should like to invite you, my foreign visitors, to a small soirée at my house tonight to make you feel welcome in Venice. Eight o’clock. It’s the third floor, number 314, on the Fondamenta del Forner in San Polo, not far from the Frari. You know the Frari?” I didn’t. Neither did a couple of the others. “It’s the big church called Santa Maria Gloriosa—but to us it’s the Frari,” the professor said. “You will learn in Venice nobody calls anything by its real name. The vaporetti stop is San Toma. If you are coming from the other side of the Grand Canal, you can cross by the traghetto at San Toma. All right. Good. See you tonight.

Just as computer science was erecting barriers to entry, medicine—an equally competitive and selective field—was adjusting them. In the late 1960s and early 1970s, dozens of new medical schools opened across the country, and many of the newly created spots went to women. Standardized entry exams also began to change. In 1977, the MCAT, a test for entrance into medical school, was revamped to reduce cultural and social bias. But the game changer was the implementation of Title IX, which prohibits sexual discrimination in educational programs. From then on, if a woman could score high enough on the newly revised MCATs and meet other requirements, med schools could not legally deny her entry, and women poured in. Why wasn’t the same progress being made in computer science? Professor Eric Roberts, now at Stanford, was chairing the computer science department at Wellesley when the department instituted a GPA threshold. Of that period he later wrote, “In the 1970s, students were welcomed eagerly into this new and exciting field. Around 1984, everything changed. Instead of welcoming students, departments began trying to push them away.

I read that.” She sat back and favored him with a peculiar smile. “I want copies for my students. And myself.” “You should be able to extract them from Jurgo. It will be his ducal press producing them, if all goes well.” She nodded firmly. “Pray do not let anyone else run you through before it is finished, Learned Penric.” Accidentally implying they’d be welcome to turn him into a pincushion after? Pen, remembering the state in which he’d left his study, could almost endorse the sentiment. He returned a sheepish grin. “I’ll try not, Learned.

timen11 to welcome students individually at the door, the level of academic engagement in the classroom goes up by more than 20 percent, while disruptive behavior goes down. It’s the simplest concept in the world, really: Gladness is nourishing. It is a gift. When someone is happy to see us, we get a little steadier on our feet. We have an easier time locking into our poise. And we carry that feeling forward.

accused sexual predators had no business welcoming underage students into their home.

But too often we dread being stuck. Especially our students and young people. We believe that if we are stuck we have failed. On the contrary, we should welcome getting stuck. We should embrace getting stuck. That’s when discovery begins.

I want the building to be welcoming, but I don’t want to pretend nothing happened. I want us to move on, but I don’t want us to forget. “I don’t know how I’m supposed to do all that. When I was training to be a principal, the biggest threat we could imagine was an earthquake. They certainly hadn’t started the duck-and-run drills in the L.A. schools for drive-by shootings. Nor had they ever envisioned that schools would become war zones for rival gangs and street disputes. Now we have teachers and students dying in the halls. Small towns, big towns, black, white, upper class, lower class—it doesn’t seem to matter. And the human in me wants to rail against that, wants to live in denial, while the principal in me knows I can’t do that. I have an obligation to my students. If this is the world we live in, then this is the world I must prepare them for. But how do I do that? I’m not sure I’m prepared for this world. I know Miss Avalon wasn’t.

Highlight – Genesis 24:3 Marrying Foreigners From this earliest period of Israelite history, there was an emphasis on not marrying foreigners. The reason had to do with religion, not race—in many cases foreigners were distant relatives, but they worshiped false gods. When foreigners were willing to worship Israel’s God, they were welcomed (see the book of Ruth, for example).

Enroll in the Best Hebrew School Atlanta for a Rich Cultural Experience Welcome to Hebrew School Atlanta, where they give a transforming educational path that celebrates Jewish heritage while also providing a rich cultural experience. Their school is committed to instilling a love of the Hebrew language, Jewish traditions, and values in each student while also encouraging individual growth and development. They think that education is about more than just learning; it is about developing a meaningful connection to one's heritage and community. They try to establish an inclusive and supportive environment in which students can explore their Jewish identity, develop a strong sense of belonging, and form lifelong connections. Their school is more than simply a place to learn; it's a thriving community that welcomes families from all walks of life. They encourage family involvement and provide opportunities for families to participate in their children's educational path. They think that fostering a compassionate and supportive atmosphere that promotes holistic growth requires a strong relationship between parents, educators, and students. Enrolling your child in the top Hebrew School in Atlanta means laying the groundwork for a lifetime of Jewish involvement, cultural awareness, and personal development. Join us on this extraordinary trip as we arouse curiosity, create a love of Hebrew, and foster a deep appreciation for Jewish School education. Let us work together to produce a wonderful cultural experience. Contact the head of the department at The Epstein School.

If you choose you are free from the bonding and if you choose you need blame no man - accuse no man or your fate. All things would be at once according to your mind and according to the mind of God.

Exactly! And that is the difference between common men and Great men. The philosopher said – A glance at their will make it clear to you. All day long they do nothing but calculate, contrive, consult how to wring their profit out of food-staffs, farm plots and the like …. Whereas, I entreat you to learn what the administration of the world is, and what place a Being endowed with reason holds therein: to consider what you are yourself and wherein your God and Evil consists. Son

What reason hast thou for desiring to read? For if thou aim at nothing beyond the mere delight of it, or gaining some scrap of knowledge, thou art but a poor spiritless knave. But if thou desirest to study to its proper end, what else is this than a life that flows on tranquil and serene? And if thy reading secures thee not serenity what profits it?

Bear the very erratic of those whom you're so close and hold tightly the most atrocious attitude of such soul mates. But if you can't carry and control over such immoral doings then have a combating way with yourself and welcome to the most interesting life, full of conflicts.

I woke up suddenly and everything was dark inside the room. I slowly investigated the garden below through the window. It was a full moon day and the whole garden, illuminated by the soft rays of the Moon, seemed to be covered with a white transparent sheet. Suddenly fire crackers crackled, rockets soared into the star-studded sky, birds flew across the avenue of Bougainville flowers and in letters, all made of fireflies, was written: “Welcome! A Student again at 60!” I felt exalted and wanted to fly like a bird and tweet that I have made it at last! But would the journey be so smooth till I come out of the citadel and swim in the ocean of tranquility? Only time would tell. For the first time in my life I felt I know nothing and would start the journey afresh!

I was on bed soon and was lost in deep slumber. I was in conversation with my father who appeared suddenly from nowhere:

It deeply saddens & disturbs me when I start to see poetry open mics only open to academics & students rather than a poetry mic that is open to the public, welcomes all & everyone, human beings, people of all ages to read their work. It smacks of a bizarre "primitive form of elitism" let alone it degrades the human spirit and sends the false message to kids that to be a professional writer or poet that you have to attend an over-priced college and have some sort of degree. That's like telling a punk rock musician that in order to join or form a band he needs a degree from Julliard. What completely ridiculous & arrogant nonsense. POETRY is for EVERYONE. As it should be.

Welcome to the first dinner of this academic year, we shall start as we always do by saying the witches’ creed,' Miss Moffat said. As she began to speak, the other witches joined in: 'Witches old and witches young owls and bats and black cats too. Come together in this castle to bring out the best in you. With perfect love and perfect trust we learn the spells and witches' rules. Acting for the good of all now let’s eat in this great hall.' Charlotte looked at Stef, and they exchanged awkward glances because everyone else around them seemed to know the words to the creed, including Gerty and even Alice, although she only joined in on the last few sentences. Charlotte knew that she'd need to learn it for next time so that she didn't stand out and reminded herself to ask Gerty to teach it to her and Stef later. As soon as the witch’s creed had finished the bats flew into the room carrying bowls of broth and baskets of bread rolls. They went to the teacher's table first before they brought in food for the girls. Charlotte watched, and she was incredibly impressed as two bats quickly but precisely placed the bowl of orangey red broth down in front of her. On seeing Stef begin to eat and Gerty grab a roll out of the basket in front of them, she also took a roll and then placed her spoon into her broth. Picking up the silver goblet in front of her, she saw that it was now full of cranberry juice, even though she was sure it had been empty when she'd first sat down. The main course was a selection of steamed meats, and freshly cooked vegetables and dessert was an array of fruits and mini cakes that the bats brought in on three-tiered stands. The food was so delicious that even Alice hadn't complained once, although when Charlotte thought about it, she realized that Alice hadn't said anything since she'd sat down. When everyone had finished eating Molly stood up and said 'luculentam' as she waved her wand. All the dirty dishes, goblets and cutlery immediately vanished, and the tables were perfectly tidy. 'I so need to learn that spell,' Stef said, and Charlotte and Gerty nodded in agreement. 'Now that dinner is over it is your free time to do as you wish, may you use it wisely. I request the new students to stay behind, and Molly will give you a tour of the Academy. As for the rest of you, you're now free to leave,' Miss Moffat said. She got onto the broomstick that was floating behind her chair and led the rest of the teachers and older students out of the room. Charlotte watched as the room became quieter. Then she followed the others over to where Molly was standing in front of the platform, her blonde-hair now tied into bunches. 'I don't see why I need a tour, I know where my room is, and the meeting hall is easy to find. Surely servants should be on call to show me the remaining rooms as and when I need to see them,' Alice said, breaking her short bout of silence. 'This castle is huge, and I'm excited to see more of it,' Charlotte whispered to Gerty.

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

School is not a place where students come to listen to lectures, fill in worksheets, and endure boredom. Nor is it a place reserved for those who can tolerate the drab and dirty look of many schools. School is a concept wherein students are welcome to learn and enhance the quality of their lives without fear of intimidation or harm, guided by hospitable and caring people in a clean and orderly environment.

They should be encouraged to bring all of who they are and what they know into each class. By welcoming the whole student into our classes, unfamiliar aspects of who they are and what they care about suddenly come into view. What are the heartfelt questions they struggle with? Are they too scared to acknowledge the hopes and aspirations they harbor for their lives and for this world?

The university capitulated, agreeing not only to stop censoring student materials but also, in a welcome twist on the usual forced sensitivity training ritual, to have its administration attend a lecture on the protection of freedom of speech afforded by the First Amendment.19

I was in a unique position. I joined the New Church organization as an innocent new member, a seeker for truth. I was welcomed with open arms. The old folks shared their stories with me, what people had done, what ministers had said, why someone had left, or died. When I expressed an interest in the priesthood, older ministers began to share their own stories. This time from the inside of the organization. I was after all a new soldier, carrying the hope of the future. In the theological seminary we were instructed how to interpret doctrine. The old ladies of Bryn Athyn gossiped about neighbors. College students talked about growing up here. In a men’s group I witnessed tales of in-family pain and abuse, shared in confidence. I sat in on board meetings and heard about land deals, donations, and powerful families that had their own agenda for the church. From the bishop we got the background on hirings and firings, divorces, rogue ministers who had not toed the party line. We listened to, but did not believe, reports from African congregations. There was the occasional suicide. I got ordained and sent to Sweden. Now I had insight into the paperwork, the contracts, the long term plans. I had the keys to the doors and the passwords to the computers. I got copies of the financial records. My job required it. In the library I read ancient New Church magazines with some very strangely slanted articles in Swedish or Norwegian. Photos of men in uniforms. I collected it all. This would make a good book some day, I thought.

If you’re like most people, a string of nerve-racking incidents keeps you in fight-or-flight response—and out of homeostasis—a large part of the time. Maybe the car cutting you off is the only actual life-threatening situation you encounter all day, but the traffic on the way to work, the pressure of preparing for a big presentation, the argument you had with your spouse, the credit-card bill that came in the mail, the crashing of your computer hard drive, and the new gray hair you noticed in the mirror keep the stress hormones circulating in your body on a near-constant basis. Between remembering stressful experiences from the past and anticipating stressful situations coming up in your future, all these repetitive short-term stresses blur together into long-term stress. Welcome to the 21st-century version of living in survival mode. In fight-or-flight mode, life-sustaining energy is mobilized so that the body can either run or fight. But when there isn’t a return to homeostasis (because you keep perceiving a threat), vital energy is lost in the system. You have less energy in your internal environment for cell growth and repair, long-term building projects on a cellular level, and healing when that energy is being channeled elsewhere. The cells shut down, they no longer communicate with one another, and they become “selfish.” It’s not time for routine maintenance (let alone for making improvements); it’s time for defense. It’s every cell for itself, so the collective community of cells working together becomes fractured. The immune and endocrine systems (among others) become weakened as genes in those related cells are compromised when informational signals from outside the cells are turned off. It’s like living in a country where 98 percent of the resources go toward defense, and nothing is left for schools, libraries, road building and repair, communication systems, growing of food, and so on. Roads develop potholes that aren’t fixed. Schools suffer budget cuts, so students wind up learning less. Social welfare programs that took care of the poor and the elderly have to close down. And there’s not enough food to feed the masses. Not surprisingly, then, long-term stress has been linked to anxiety, depression, digestive problems, memory loss, insomnia, hypertension, heart disease, strokes, cancer, ulcers, rheumatoid arthritis, colds, flu, aging acceleration, allergies, body pain, chronic fatigue, infertility, impotence, asthma, hormonal issues, skin rashes, hair loss, muscle spasms, and diabetes, to name just a few conditions (all of which, by the way, are the result of epigenetic changes). No organism in nature is designed to withstand the effects of long-term stress.

What happened next transfixed many readers. (Jeffrey Lewis, an arms expert in California, captured and posted the exchange online.) “I can’t find the chemical and physical properties of sarin gas [sic] someone please help me,” the student tweeted. Kaszeta offered his help. He corrected her by noting that Sarin isn’t a gas and that the word should be capitalized. As Lewis later wryly noted, “Dan’s help [met] with a welcome sigh of relief from our beleaguered student.” Actually, it met with a string of expletives. The student lectured the expert in a gale-force storm of outraged ego: “yes the [expletive] it is a gas you ignorant [expletive]. sarin is a liquid & can evaporate … shut the [expletive] up.” Kaszeta, clearly stunned, tried one more time: “Google me. I’m an expert on Sarin. Sorry for offering to help.” Things did not improve before the exchange finally ended. One

The Easy Learn Hebrew program is the 'Learn To Read Hebrew In One Day' classroom course 'online', however offering much more in terms of being able to revise the 'classroom' content online repeatedly via the videos, take the online quizzes and being able to print out the associated hard copy learning materials as required.I am very excited to make this program available and look forward to welcoming you as an online Easy Learn Hebrew student.

Chicago told its 2016 intake of students point-blank not to expect any trigger warnings or safe spaces at their educational establishment. “Fostering a free exchange of ideas reinforces a related University priority—building a campus that welcomes people of all backgrounds,” wrote the Dean of Students, Jay Ellison, in a letter to freshmen. “Diversity of opinion and background is a fundamental strength of our community. The members of our community must have the freedom to espouse and explore a wide range of ideas.” The

In the absence of pornography, The Decameron had been a welcome discovery for the students in Dedrick’s Cooking with Butter class.

And so (We) made our way home. That’s what you do when you run out of options: you go home. Ask a failed college student or a new mother whose partner disappears. Ask the parolee and the schizophrenic. No matter what home is. Even if home is a false hope. You just pick yourself up and go there. Then you sit down and wait to see what happens next.

So if there ever was a time when an examination of ethical leadership would be useful, it is now. Although I am no expert, I have studied, read, and thought about ethical leadership since I was a college student and struggled for decades with how to practice it. No perfect leader is available to offer those lessons, so it falls to the rest of us who care about such things to drive the conversation and challenge ourselves and our leaders to do better. Ethical leaders do not run from criticism, especially self-criticism, and they don’t hide from uncomfortable questions. They welcome them. All people have flaws and I have many. Some of mine, as you’ll discover in this book, are that I can be stubborn, prideful, overconfident, and driven by ego. I’ve struggled with those my whole life. There are plenty of moments I look back on and wish I had done things differently, and a few that I am downright embarrassed by. Most of us have those moments. The important thing is that we learn from them and hopefully do better. I don’t love criticism, but I know I can be wrong, even when I am certain I am right. Listening to others who disagree with me and are willing to criticize me is essential to piercing the seduction of certainty. Doubt, I’ve learned, is wisdom. And the older I get, the less I know for certain. Those leaders who never think they are wrong, who never question their judgments or perspectives, are a danger to the organizations and people they lead. In some cases, they are a danger to the nation and the world.

An upfront investment in SRE training is absolutely worthwhile, both for the students eager to grasp their production environment and for the teams grateful to welcome students into the ranks of on-call.

Kennedy said, “I believe that there is no country in the world including any and all the countries under colonial domination, where economic colonization, humiliation and exploitation were worse than in Cuba....” Castro fought for the liberation of Cuba. The Castro rebellion had its start on July 26, 1953, with an attack on the Moncada Barracks, in Santiago de Cuba. The military success of this raid was limited, but other skirmishes followed, brought on primarily by young people and university students. A strategy of terror on the part of the Batista régime followed, but this brutal behavior backfired and led to the signing by forty-five organizations, in an open letter supporting the revolutionary July 26 Movement. From his encampment high in the Sierra Maestra Mountains, on the eastern end of the island, Fidel Castro and his rebel troops dug in and began a campaign that would eventually lead to Batista’s defeat. For a time the United States continued to supply Batista with ships, planes, tanks and equipment. Napalm was used against the rebels and bodies filled the streets outside the Cuban capital. In March of 1958 the United States stopped the sales of arms to the Cuban government, however bodies continued to appear in increasing numbers until December 31, 1958. On December 11, 1958, the U.S. Ambassador Earl Smith informed Batista that the United States would no longer support his régime. Once again, Batista wore out his political welcome. On January 1, 1959, Batista fled Cuba by air, for the Dominican Republic. Repeating his performance of 1944, he again raided the Cuban treasury and absconded with about $300 million of personal wealth, and an estimated $700 million in art and cash. One hundred and eighty supporters accompanied him to Ciudad Trujillo. A week later on January 8, 1959, Castro and his army of revolutionaries rolled into Havana….