Transfer Student Quotes

Words have a magical power. They can bring either the greatest happiness or deepest despair; they can transfer knowledge from teacher to student; words enable the orator to sway his audience and dictate its decisions. Words are capable of arousing the strongest emotions and prompting all men's actions.

...you seemed to be listening to me, not to find out useful information, but to try to catch me in a logical fallacy. This tells us all that you are used to being smarter than your teachers, and that you listen to them in order to catch them making mistakes and prove how smart you are to the other students. This is such a pointless, stupid way of listening to teachers that it is clear you are going to waste months of our time before you finally catch on that the only transaction that matters is a transfer of useful information from adults who possess it to children who do not, and that catching mistakes is a criminal misuse of time.

Shogo looked at Shuya and Noriko. "The winner's forced to transfer to another school where he or she is ordered not to mention the game and is instructed instead to lead a normal life. That's all." Shuya felt his chest well up inside and his face froze. He stared at Shogo and realized that Noriko was holding her breath. Shogo said, "I was a student in Third Year Class C, Second District, Kobe, Hyogo Prefecture." He added, "I survived the Program held in Hyogo Prefecture last year.

Ever since her obsession with Jonathan Cain, a deranged transfer student who had been at Sweet Valley for a month, Enid’s life had been entirely guyless.

(1) Jot down new tasks and assignments on your list during the day; (2) next morning, transfer these new items from your list onto your calendar; and (3) then take a couple of minutes to plan your day.

Then, one glorious day, our principal announced that any student with a passing grade-point average could apply for a transfer to the new OASIS public school system. The real public school system, the one run by the government, had been an underfunded, overcrowded train wreck for decades. And now the conditions at many schools had gotten so terrible that every kid with half a brain was being encouraged to stay at home and attend school online.

There are a few of you who may be here for other, questionable reasons, but it is entirely Headmaster Ransom’s business if he chooses to weight the stratum test in favor of certain…new transfer students. And scholarship students.” Madison looks right at Levi, Theodora, and Maude. “And scholarship students.

A good teacher knows that the best way to help students learn is to allow them to find the truth by themselves. Students don't learn by a mere transfer of knowledge, consumed through rote memorization and later regurgitated. True learning comes about through the discovery of truth, not through the imposition of an official truth.

ever since a sun-bleached blonde transfer student scowled at me for no reason on our first day of class, I’ve been inexplicably hooked on Blake McKinley.

Honey, I appreciate that so much, I really do, but it’s not just transferring that I’m worrying about. I’m worried about his mind-set. When he gets to UVA, he needs to be focused. He’s going there to be a student athlete. He can’t be driving down to North Carolina every weekend. It just isn’t practical. You’re both so young. Peter’s already making big life decisions based on you, and who even knows what’s going to happen with you two in the future. You’re teenagers. Life doesn’t always work out the way you think it’s going to work out. . . . I don’t know if Peter ever told you this, but Peter’s dad and I got married very young. And I’d—I’d just hate to see you two make the same mistakes we did.” She hesitates. “Lara Jean, I know my son, and he’s not going to let you go unless you let him go first.” I

We inherited a strong and flourishing country, and instead of making the investments - that is, the sacrifices - to maintain it, we chose to suck it dry and stick our children with the bill. If you want to see who is to blame for student debt, just look in the mirror. And if parents find themselves supporting kids beyond their college years, that is only, in the aggregate, a form of compensatory justice: the intergenerational transfer of wealth that should have been effected through taxation.

So I guess I shouldn't have been surprised when I was applying for campus housing and overheard Andy telling my mother that the only way I was going to be safe from all the sexual assaults he'd heard about on National Public Radio was if I lived in an all-girl dorm. Never mind that I have been kicking the butts of the undead since I was in elementary school, and that almost the entire time I resided under Andy's roof, I had a hot undead guy living in my bedroom. These are two of those secrets I was telling you about. Andy doesn't know about them, and neither does my mother. They think Jesse is what Father Dominic told them he is: a "young Jesuit student who transferred to the Carmel Mission from Mexico, then lost his yearning to go into the priesthood" after meeting me. That one slays me every time.

I am an undocumented transfer student to UCLA. This university has always been my dream, but being here has been on of the hardest experiences of my life. I do not receive financial aid, and I do not meet any of the requirements to receive any kind of scholarship because I do not have a Social Securty number.

makes memory long lasting; and (3) it increases the likelihood that learning will transfer to new situations.

The knowledge a student seeks is already inside the school bag she carries. She goes to school to transfer that knowledge inside her mind. At the end of the year, the entire bag is supposed to become part of her mind. Your ideas and beliefs about God are like a school bag you carry around. They are supposed to burn and become an integral part of you. Don’t fall in love with the bag. It is supposed to go.

The safest course for an Infinite Way student to follow is to admit freely that he does not know how to pray, how to go out or come in, or what to pray for, and then open himself in receptivity to that still small Voice which is within, closer than breathing, and let It pray through him, let It utter Its voice, let It have Its way. If you are praying for someone else, let It inform you, let It inform your patient or your student. Do not try to be Omniscience yourself in your praying, because you can be Omniscience only when you are completely absent from the personal sense of self, when you are absent from any knowledge, when you have attained that place of unknowing in which you definitely know that you do not know, and do not even want to know, but are willing and open to receive spiritual wisdom, spiritual guidance, spiritual strength. When you are praying or meditating for someone else, do not try to transfer thoughts to him, do not try to know what is right for him or best for him, but sit in a state of complete receptivity, and then let the Father function as your consciousness. You may not receive any message for your patient or student, but you do not need any. He will receive it, and he will receive it not from you, but from the Source of you. Your consciousness acts only as the instrument of contact, and you yourself may never know what the message is, or even whether any message has been received

we are speaking about cognitive meanings, which cannot be transferred into students as blood is pumped into veins. Learning the meaning of a piece of knowledge requires dialog, exchange, sharing, and sometimes compromise.

When I’d transferred to the Episcopalian school in sixth grade, I’d found irresistible the idea of a God who loved me unfailingly, scars and all. Here was a man who would never leave, I thought. Someone whom I would never disappoint. Later, I would fall away from the church when the rigidity of the doctrine and hypocrisy of some of the most devout Christian students I went to school with became apparent to me. In the end, I realized sometimes some people were forsaken.

I always start my class with a coloring assignment using crayons to color three pages from a variety of coloring pages pinned to the wall. Pick 3. Color them densely, trying to get as much of the crayon on the paper as possible. Students find it frustrating because crayons are surprisingly hard to work with, but they usually have some fun doing it. Until...when the finished pages were pinned to the wall, all of the pages were colored just the way I assigned— but all the joy was gone. Something went wrong. What was it? This: I told them to color hard in order to do it right. And go straight to using force— thinking I was showing them a short-cut—— this took away the way of coloring they would have found on their own. By telling them just how to do it, I took the playing-around away, the gradual figuring out that brings something alive to this activity, makes it worth-while, and is transferable to other activities. I realize now the best results came when I gave no instructions except, “spend time on this assignment.” That was 3 years ago. Why did it take me so long to figure this out?

The list of correlations to that night is as long as the Jersey coast. And so is the list of reasons I shouldn't be looking forward to seeing him at school. But I can't help it. He's already texted me three times this morning: Can I pick you up for school? and Do u want 2 have breakfast? and R u getting my texts? My thumbs want to answer "yes" to all of the above, but my dignity demands that I don't answer at all. He called my his student. He stood there alone with me on the beach and told me he thinks of me as a pupil. That our relationship is platonic. And everyone knows what platonic means-rejected. Well, I might be his student, but I'm about to school, him on a few things. The first lesson of the day is Silent Treatment 101. So when I see him in the hall, I give him a polite nod and brush right by him. The zap from the slight contact never quite fades, which mean he's following me. I make it to my locker before his hand is on my arm. "Emma." The way he whispers my name sends goose bumps all the way to my baby toes. But I'm still in control. I nod to him, dial the combination to my locker, then open it in his face. He moves back before contact. Stepping around me, he leans his hand against the locker door and turns me around to face him. "That's not very nice." I raise my best you-started-this brow. He sighs. "I guess that means you didn't miss me." There are so many things I could pop off right now. Things like, "But at least I had Toraf to keep my company" or "You were gone?" Or "Don't feel bad, I didn't miss my calculus teacher either." But the goal is to say nothing. So I turn around. I transfer books and papers between my locker and backpack. As I stab a pencil into my updo, his breath pushes against my earlobe when he chuckles. "So your phone's not broken; you just didn't respond to my texts." Since rolling my eyes doesn't make a sound, it's still within the boundaries of Silent Treatment 101. So I do this while I shut my locker. As I push past him, he grabs my arm. And I figure if stomping on his toe doesn't make a sound... "My grandmother's dying," he blurts. Commence with the catching-Emma-off-guard crap. How can I continue Silent Treatment 101 after that? He never mentioned his grandmother before, but then again, I never mentioned mine either. "I'm sorry, Galen." I put my hand on his, give it a gentle squeeze. He laughs. Complete jackass. "Conveniently, she lives in a condo in Destin and her dying request is to meet you. Rachel called your mom. We're flying out Saturday afternoon, coming back Sunday night. I already called Dr. Milligan." "Un-freaking-believable.

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

we discussed this dire problem with education and illusions of academic contribution, with Ivy League universities becoming in the eyes of the new Asian and U.S. upper class a status luxury good. Harvard is like a Vuitton bag or a Cartier watch. It is a huge drag on the middle-class parents who have been plowing an increased share of their savings into these institutions, transferring their money to administrators, real estate developers, professors, and other agents. In the United States, we have a buildup of student loans that automatically transfer to these rent extractors. In a way it is no different from racketeering: one needs a decent university “name” to get ahead in life; but we know that collectively society doesn’t appear to advance with organized education.

Like here it was that I entered that stage when a child overcomes naivite enough to realize an adult's emotional reaction as somethimes freakish for its inconsistencies, so can, on his own reasoning canvas, paint those early pale colors of judgement, resulting from initial moments of ability to critically examine life's perplexities, in tentative little brain-engine stirrings, before they faded to quickly join that train of remembered experience carrying signals indicating existence which itself far outweighs traction effort by thinking's soon slipping drivers to effectively resist any slack-action advantage, for starting so necessitates continual cuts on the hauler - performed as if governed lifelong by the tagwork of a student-green foreman who, crushed under on rushing time always building against his excessive load of emotional contents, is forever a lost ball in the high weeds of personal developments - until, with ever changing emphasis through a whole series of grades of consciousness (leading up from root-beginnings of obscure childish inconscious soul within a world), early lack - for what child sustains logic? - reaches a point of late fossilization, resultant of repeated wrong moves in endless switching of dark significances crammed inside the cranium, where, through such hindering habits, there no longer is the flexibility for thought transfer and unloading of dead freight that a standard gauge would afford and thus, as Faustian Destiny dictates, is an inept mink, limited, being in existence firmly tracked just above the constant "T" biased ballast supporting wherever space yearnings lead the worn rails of civilized comprehension, so henceforth is restricted to mere pickups and setouts of drab distortion, while traveling wearily along its familiar Western Thinking right-of-way. But choo-choo nonsense aside, ...

born and raised in Honolulu but had spent four years of his childhood flying kites and catching crickets in Indonesia. After high school, he’d passed two relatively laid-back years as a student at Occidental College in Los Angeles before transferring to Columbia, where by his own account he’d behaved nothing like a college boy set loose in 1980s Manhattan and instead lived like a sixteenth-century mountain hermit, reading lofty works of literature and philosophy in a grimy apartment on 109th Street, writing bad poetry, and fasting on Sundays. We laughed about all of it, swapping stories about our backgrounds and what led us to the law. Barack was serious without being self-serious. He was breezy in his manner but powerful in his mind. It was a strange, stirring combination. Surprising to me, too, was how well he knew Chicago. Barack was the first person I’d met at Sidley who had spent time in the barbershops, barbecue joints, and Bible-thumping black parishes of the Far South Side. Before going to law school, he’d worked in Chicago for three years as a community organizer, earning $12,000 a year from a nonprofit that bound together a coalition of churches. His task was to help rebuild neighborhoods and bring back jobs. As he described it, it had been two parts frustration to one part reward: He’d spend weeks planning a community meeting, only to have a dozen people show up. His efforts were scoffed at by union leaders and picked apart by black folks and white folks alike. Yet over time, he’d won a few incremental victories, and this seemed to encourage him. He was in law school, he explained, because grassroots organizing had shown him that meaningful societal change required not just the work of the people on the ground but stronger policies and governmental action as well. Despite my resistance to the hype that had preceded him, I found myself admiring Barack for both his self-assuredness and his earnest demeanor. He was refreshing, unconventional, and weirdly elegant.

When we think of an institution, we can usually see it as embodied in a building: the Vatican, the Pentagon, the Sorbonne, the Treasury, the Massachusetts Institute of Technology, the Kremlin, the Supreme Court. What we cannot see, until we become close students of the institution, are the ways in which power is maintained and transferred behind the walls and beneath the domes, the invisible understandings which guarantee that it shall reside in certain hands but not in others, that information shall be transmitted to this one but not to that one, the hidden collusions and connections with other institutions of which it is supposedly independent. When we think of the institution of motherhood, no symbolic architecture comes to mind, no visible embodiment of authority, power, or of potential or actual violence. Motherhood calls to mind the home, and we like to believe that the home is a private place. Perhaps we imagine row upon row of backyards, behind suburban or tenement houses, in each of which a woman hangs out the wash, or runs to pick up a tear-streaked two-year-old; or thousands of kitchens, in each of which children are being fed and sent off to school. Or we think of the house of our childhood, the woman who mothered us, or of ourselves. We do not think of the laws which determine how we got to these places, the penalties imposed on those of us who have tried to live our lives according to a different plan, the art which depicts us in an unnatural serenity or resignation, the medical establishment which has robbed so many women of the act of giving birth, the experts—almost all male—who have told us how, as mothers, we should behave and feel. We do not think of the Marxist intellectuals arguing as to whether we produce “surplus value” in a day of washing clothes, cooking food, and caring for children, or the psychoanalysts who are certain that the work of motherhood suits us by nature. We do not think of the power stolen from us and the power withheld from us, in the name of the institution of motherhood.

They pop in the mouth, just like salmon roe! But inside... ... is the savory saltiness of seaweed!" "Those pearls are seaweed?!" But how?!" "Delicious! Not only is the pop of the pearl a fun texture, the salty, savory flavor of the seaweed melts seamlessly with the rice! I can barely stop myself! It's an addicting combination!" "Wait... how do you know that technique? Those pearls are seaweed extract gelled into a spherical shape. The only way to do that is by using a calcium-chloride bath and an alginic-acid gelling agent!" "What the heck?!" "That's food science!" "Yukihira pulled a page from Alice Nakiri's own book!" "I've experimented with this stuff before, y'know. When I was a little kid, anyway." "Wha-?! But that's-" "Convenience store Dagashi Candy?!" "Dagashi?! What's that?" Both chemicals are on the ingredients list! "It's what's called an educational candy. Kids play with that to learn how to make their own jelly pearls. I had a blast with it when I was little. I made lots of different stuff." "Dad, look! I made miso pearls!" "Aha ha ha! That's great! Now don't let any of the customers see that." "You can get both alginic acid and calcium chloride at any pharmacy. I used those, along with some seasoned seaweed extract and a little bit of ingenuity... ... to make these savory seaweed bombs- my own spin on the traditional seaweed bento!" "That's right! There were some educational candies in that pile of sweets he got from the kids yesterday!" "The transfer student used a food-science trick?" "And it was one he got off of a package of children's dagashi candy?!" "Hmm? What's this? I see something that looks like okaka minced tuna hiding inside the rice..." Mmmm! It's dried tunatsukudani! This, too, earns full marks for flavor! And its smooth, juicy texture is a wonderful contrast to the pop of the seaweed pearls!

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!

It is the custom in Germany for students to pass from one university to another during the course of their studies—a custom, incidentally, which no other country has. But it would be false to assume that this variety in instruction is a safeguard afainst uniformity of outlook, for although the professors of the various universities fight among themselves, they are all, fundamentally and at heart, in complete agreement. I came to realise this clearly through my contacts with the economists. This must have been about 1929. At that time we published a paper on certain aspects of the economic problem. Immediately a whole company of national economists of all sorts, and from a variety of universities, joined forces and signed a circular in which they unaminously condemned our economic proposals. I made one attempt to have a serious discussion with one of the most renowned of them, and one who was regarded by his colleagues as a revolutionary in economic thought Zwiedineck. The results were disastrous! At the time the State had floated a loan of two million seven hundred thousand marks for the construction of a road. I told Zwiedineck that I regarded this way of financing a project as foolish in the extreme. The life of the road in question would be some fifteen years ; but the amortisation of the capital involved would continue for eighty years. What the Government was really doing was to evade an immediate financial obligation by transferring the charges to the men of the next generation and, indeed, of the generation after. I insisted that nothing could be more unsound, and that what the Government should really do was to take radical steps to reduce the rate of interest and thus to render capital more fluid. I next argued that the gold standard, the fixing of rates of exchange and so forth were shibboleths which I had never regarded and never would regard as weighty and immutable principles of economy. Money, to me, was simply a token of exchange for work done, and its value depended absolutely on the value of the work accomplished. Where money did not represent services rendered, I insisted, it had no value at all. Zwiedineck was horrified and very excited. Such ideas, he declared, would upset the accepted economic principles of the entire world, and the putting of them into practice would cause a breakdown of the world's political economy. When, later, after our assumption of power, I put my theories into practice, the economists were not in the least discountenanced, but calmly set to work to prove by scientific argument that my theories were, indeed, sound economy !

Since forever, infrastructure has been consensually understood to be a core function of government. The argument between left and right is about what you do beyond infrastructure. It's about transfer payments and redistributionist taxation, about geometrically expanding entitlements, about tax breaks and subsidies to induce actions pleasing to central planners. It's about free contraceptives for privileged students and welfare without work--the latest Obama entitlement-by-decree that would fatally undermine the great bipartisan welfare reform of 1996. It's about endless government handouts that, ironically, are crowding out necessary spending on, yes, infrastructure.

Rather than calling for the white citizens of Little Rock to show Christian love toward the black students, Rice mocked “the wholly selfish and political attitude of the NAACP radical leaders, by socialists and communists, by modernist ‘do-gooders’ who have no other gospel but questions of race and pacifism and labor unions.” He continued:   The nine Negro children were selected by the National Association for the Advancement of Colored People, and on their instructions and to make a public issue.. wholly for political and propaganda purposes…and not for the good of the students themselves, attempted to transfer to Central High School…The Negroes already had a high school equally as good, newer and less crowded…To force integration, President Eisenhower called out units of the 101st Airborne Division to Little Rock, who took over somewhat as “occupation troops.” Citizens were barred from certain streets. Some [whites] were clubbed in the head by soldiers. The nine Negro students went to Central High School.[176]

Transfer must be the aim of all teaching in school - it is not an option - because when we teach, we can address only a relatively small sample of the entire subject matter. All teachers have said to themselves after a lesson "Oh, if only we had more time! This is just a drop in the bucket!" We can never have enough time. Transfer is our greatest and most difficult mission because we need to put students in a position to learn far more, on their own, than they can ever learn from us.

Harvard is like a Vuitton bag or a Cartier watch. It is a huge drag on the middle-class parents who have been plowing an increased share of their savings into these institutions, transferring their money to administrators, real estate developers, professors, and other agents. In the United States, we have a buildup of student loans that automatically transfer to these rent extractors. In a way it is no different from racketeering: one needs a decent university “name” to get ahead in life; but we know that collectively society doesn’t appear to advance with organized education.

Why can’t you?” he snapped as if on cue. "You’re not fooling...

A strong start sets the stage for meaningful learning and powerful impacts. Teachers need to be mindful of the place their students are in the learning cycle. Surface learning sets the necessary foundation for the deepening knowledge and transfer that will come later. But there’s the caveat: teaching for transfer must occur. Too often, learning ends at the surface level, as up to 90% of instructional time is devoted to conveying facts and procedures (Hattie, 2012). Bu the challenge is this: we can’t overcorrect in the other direction, bypassing foundational knowledge in favor of critical and analytic thinking. Students need and deserve to be introduced to new knowledge and skills thoughtfully and with a great deal of expertise on the part of the teacher. And teachers need to recognize the signs that it is time to move forward from the surface acquisition and surface consolidation period.

Bruffee begins with the teacher, whose responsibility is to transfer knowledge into the minds of the students. He does this by creating an authoritative relationship with each student. That is, he calls on individuals and asks each to recite or provide an answer to a directed question. Each student is expected to perform strictly for the teacher, by recitation or by written exam. The relationship is always top-down and one-to-one. Students are discouraged from interacting with each other, whether by posing questions to one another, or assisting each other. Such behavior would breach the authority of the teacher and create an alternative pattern of authority that would be lateral and interactive. Thinking together would be considered cheating. Each student, in turn, is individually evaluated and graded.

What valuable, transferable twenty-first century skills might music instruction instill in students, regardless of career path?

Bruce Mesnekoff Discussing About Refinancing Student Loan and Consolidation Loan repayment is a major goal for any graduate after college. According to our Expert from Student Loan Help Center, Mr.Bruce Mesnekoff, Every individual dreams of a loan free future and having some financial stability. To achieve this, there are options available to help with loan repayment. In our earlier article we spoke about consolidating student loans. In this article, we will discuss refinancing student loans and its associated advantages. So Bruce Mesnekoff, how consolidation and refinancing are different in terms? These two terms are used interchangeably by most people but there is substantial difference between the two. Understanding the difference is critical to know when can each be used and whether it will solve your purpose or not. Consolidation lets you combine all your student loans into one loan and pay interest at a weighted average. Refinancing is taking a new loan to pay off all your student loans. Refinancing is not available for federal loans but only for private loans.Also only private loan lenders provide the option of refinancing, though a few might provide you with the option of refinancing private and federal loans. Why Refinancing and Bruce Mesnekoff tells us what are the Advantages of it? Refinancing has certain benefits if you get good pay. You will have to pay lesser interest rate. This helps you save monthly and eventually a bigger bank balance down the years. Your credit score is high which will help you gain multiple offers from lenders with lesser interest rate. Offers you variable loan interest which come handy if you took loan when interest rates were too high. You also have the option of decreasing your loan repayment cycle, This will increase monthly repayment amount but you will be loan free in shorter time and will save on even more interest money. Disadvantages There is one major disadvantage that comes when you refinance private and federal loans. The benefits offered by federal loans like public loan forgiveness program or income driven repayment will not be transferred to private lenders. So if you are truly confident of your income then you can do away with such options and completely rely on private loans. So Bruce Mesnekoff , Can you tell us Eligibility Criteria, I think its most important for our students. The eligibility is determined by your financial stability, your credit score, employment history etc. If you have poor credit, you can always have a co-signer to make the process feasible. Refinancing is surely a great way to save money, but whether it best fits you or not is completely your decision. Thoroughly analyze all the pros and cons against your goal and then take the first step. Make the best use of the number of lenders available to provide you with the best solution for your areas of concerns. Good Luck! You can also contact Bruce Mesnekoff an author of The ultimate guide to student loans and CEO of Student Loan Help Center Florida.

Buchanan School had started sixth graders on a schedule similar to middle school so the transfer in the next year wouldn’t be as shocking. It was cool because we were the only kids that had this type of schedule in the school. I guess everyday was going to start with a fifteen-minute homeroom, where we’d all gather our things together and take attendance. Another cool thing about it was no assigned seating. Students were allowed to sit wherever they wanted. I was the last in the room just before the bell rang.

In the United States, we have a buildup of student loans that automatically transfer to these rent extractors. In a way it is no different from racketeering: one needs a decent university “name” to get ahead in life; but we know that collectively society doesn’t appear to advance with organized education.

To understand this, you need frist to Know some words which are formed from Arabic to English by me : 1- farcashize (V) : يُفركش 2- farcashization (N) : الفركشة 3- farcashized/farcashizational (Adj) : مُفركش 4- farcashizationally (Adv) : مُفركشآ The logic of the dating does not express the relationship, it is the relationship, otherwise the time that I spend with special someone is a neutral phenomenon and the observation of the neutral phenomenon in the term of the relationships changes its nature. Like every single Sudanese man, I know that I would like to be a one-man multinational fashion phenomenon but to be described as farcashizational man by some students is something I don't expect it at all. The phenomenon of farcashization becomes a part of Sudanese girl's speech, unfortunately it is like gossiping, I was chicken-hearted when my closed friend told me that many female students at EDC said that we were in love together and then you were farcashized by me. At that time we were laughing but deeply inside myself, an idea was rambling which was "maybe I am one of their desires" because when one has achieved the object of one's desires, it is evident that one's real desire was not the ignorant possession of the desired object but to know it as possessed as actually contemplated as within one, so maybe I was farcashizationally farcashized by my friend in thier mind as a wish that the same thing to be done with me by them and that leads to say "girls are dangerous creatures especially when they are your students". When there is both love and friendship, we dwell in the realm of the relationship and when there is neither love nor friendship, we exist in a vacuity of relationships, we can feel and we can express feelings but the more we feel, the further off we are, so what is not yet felt can't be shown and what is already desired can't be hidden so farcashization and desire are not distant, it's their principle that can't be seen. It would be a very naive sort of dogmatism to assume that every beautiful girl is an impossible creature to be got or to accept the man as he is and she is always going to embarrass and farcashize him, as if she is an indocile black wild cat, the beautiful girl is not a unique and homogeneous but she is immensely diversified, having as many different schemes and patterns as there are different ways of beauty, so the phenomenons which we find in our certain relationships such as farcashization are not transferable with all people but the attitude of the relationship, therefore the dating of two people is like the contact of two chemical substances, if there is any reaction between them depending on that attitude, both are transformed. Finally there is no relationship between any two partners looks like what we really see, yours doesn't, mine doesn't and people are much more complicated than what we imagine, then their relationships are more perplexing too, so you can't judge any relationship according the actions of the relationship's partners, it is true of every relation.

At length, returning home with her new baby, she got an unpleasant surprise: ‘Bertie administered the shock of telling me he had now transferred his affections to Peter Spence.’ Margery (‘Peter’) Spence was an Oxford student who had come to look after John and Kate during the holidays. The Russells tried a foursome holiday in south-west France, each partner with his or her lover (1932). But the previous year Russell had become an earl on the death of his childless brother, and this made a difference. He became more lordly in his ways, Peter was anxious for a regular union, and so he took her to live with him in the family home. ‘At first’, said a shocked Dora, ‘I could not believe that Bertie would do such a thing to me.’ She added that it was ‘inevitable’ that ‘such a man’ should ‘hurt many people on his way’; but his ‘tragic flaw’ was that he felt ‘so little regret’: ‘Though he loved the multitudes and suffered with their suffering, he still remained aloof from them because the aristocrat in him lacked the common touch.

He was a guru in the true sense of the word, its Hindi meaning: a person who not only transfers knowledge but who also is a friend and spiritual guide for his students.

In 1963, Choh Hao Li, chairman and lone tenured faculty member in the Institute of Experimental Biology at Berkeley, announced that he had isolated and purified his sixth pituitary hormone, lipotropin. The magnitude of such a feat is clear considering that only one other person had ever purified a hormone, and that person was not coincidentally a student of Li's. The purification of lipotropin should have been a reason to celebrate; however, Li's colleagues at Berkeley acknowledged but did not rejoice in his success. As they perceived it, endocrinology was a scientific field that came out of the clinical sciences, which meant that Li's research was completely unsound, and they put enormous pressure on him to change his scientific topic. When that did not work, Wendell Stanley tried to 'promote [Li] out of the Virus Laboratory,' then later University Chancellor Clark Kerr threatened to discontinue the Institute for Experimental Biology because it did not fit with Berkeley's commitment to pure research. Things got infinitely worse for Li, of course, because he became perceived as less qualified with each professional achievement. [...] C. H. Li's travails at Berkeley are only half the story. In 1969, five years after transferring from Berkeley to UCSF, Li and his laboratory assistants assembled a highly complex synthetic version of human growth hormone (HGH) that was biologically active and could promote the growth of bones and muscle tissue. Rather than ignore or criticize the work, however, journalists waxed eloquently [sic] about Li's creation of HGH. One described it as no less than a panacea for most of the world's problems. Others clearly saw specific applications: 'it might now be . . . possible to tailor-make hormones that can inhibit breast cancer.' Li's discovery of synthetic HGH 'constituted a truly . . . great research breakthrough [that had] obvious applications,' ranging from 'human growth and development to . . . treatment of cancer and coronary artery disease.' Desperate letters poured in too; athletes wanted to know if HGH would help them become faster, bigger, stronger, and dwarfs from all over the world begged for samples of HGH or to volunteer as experimental subjects. Unlike at Berkeley, Li's discovery made him a hero at UCSF. None other than UCSF Chancellor Phillip Lee described Li's discovery as 'meticulous, painstaking, and brilliant research' and then tried to capitalize on the moment by asking the public and their political representatives to increase federal support of bioscience research. 'Research money is dwindling fast,' repeated Lee to anyone who cared to listen. 'We've proven than synthesis can be done, now all we need is the money and time to prove its tremendous value.' It is not surprising that federal and state money began to pour into Li's lab. What is shocking, however, is how quickly Li achieved scientific acclaim, not because he changed, but because the rest of the world around him changed so much.

As a physics major, before getting her hands dirty in New York, she had assumed that money is printed by a nation’s central bank, from where it is distributed to commercial banks. But while this is indeed how cash is created, cash accounts for only 3 per cent of all money. What of the remaining 97 per cent? Surprise and then foreboding were the reactions of every student to whom she had explained how the missing 97 per cent was created – and by whom: not by central banks but by commercial and investment bankers. At this point, her students would ask, ‘Without access to state-sanctioned printing presses, how do private bankers create money?’ ‘Simple,’ she would reply. ‘Every time a banker approves a loan of, say, one million dollars for Jack, a typical business customer, the banker just types 1,000,000 on Jack’s bank statement. However incredible it may seem, that’s all it takes. Bankers create money by granting loans by typing in some numbers!’ The crucial thing, she would explain, is that these numbers are typed into a shared database – or ledger – to which only the bankers have access. When their customers transfer this ‘money’ between them – when Jack transfers numbers from his account to the account of a supplier, say Jill, or of a builder, say Bob, or of a worker, say Kate, and when in turn, Jill, Bob and Kate transfer their numbers on, in the same way, to others to whom they owe money – these numbers simply migrate from one cell in the database to another. For this system to be sustainable, and not merely a pyramid scheme, there is a single condition: that, somewhere down the line, the one million dollars which some banker typed into existence on Jack’s behalf results in new goods and services whose total market value exceeds one million dollars. It is from this surplus that the banker takes his interest and Jack his profit. This is what Iris was referring to as a fool’s wager when she said that bankers plundered value from the future, or when Costa had once claimed that capitalism, like science fiction, trades in future assets using fictitious currency. It is in their nature that the wealthier bankers become by creating money, the more money they tend to create. The danger of such a system, of course, is that the banks end up typing into existence sums of money vastly larger than the market value of the goods and services created as a result of Jack, Jill, Bob and Kate’s endeavours. At the point when the bankers have collectively created money sums greater than the resulting values, the present can no longer repay the future for the money it borrowed from it. The moment Jack, Jill, Bob and Kate get a whiff of this, they may demand their bank balances in cash, sensing that the total value on the bankers’ database is lower than the actual value of their customers’ assets. ‘At that point, a bank run sets in,’ Eva would tell her students, ‘and that’s when the system comes crashing down.

Wheeler's brilliant student Richard Feynman had developed a unique approach to quantum mechanics, called 'sum over histories', that generalized Hamilton's least-action principle to the study of how photons transfer between electrons and other charged particles to generate the electromagnetic force. In creating a force, the photon acts as what is called an 'exchange particle'. (Its existence is required through Weyl's gauge theory of electromagnetism.) Unlike in classical mechanics, in which particles travel along unique paths, Feynman showed how in quantum interactions all possible paths are taken, weighted by their probabilities to create a net result.

What Dan Meyer did in showing the video and then holding back as he waited for that question to form in students’ heads was to transfer ownership: Instead of asking the question himself, he allowed students to think of it on their own—at which point it became their question.

Can we treat animal behavior with the same medicines, therapies, and approaches we use on humans? To me, the answer is an obvious yes. You could effectively teach medical students brain anatomy using the brains of dogs. Transferring what you learned about dog brains to knowledge of human brain anatomy would be a breeze.

Knowledge is only the first step. It is the foundation of further learning processes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 102 “Students engage in learning when two conditions are fulfilled. The goals, standards, or objectives must be of value for them. But it is not sufficient that they attribute personal value to the goal: They must be convinced that they can reach it.” – Inez De Florio, Effective Teaching and Successful Learning, p. 108 “The expertise of a teacher does not consist only of his ability to plan a lesson or a comprehensive teaching unit and put it into practice; at least as important as these basic tools of the teaching profession are knowledge and flexibility regarding how to surmount unexpected difficulties.” – Inez De Florio, Effective Teaching and Successful Learning, p. 119 “When planning a teaching intervention, the most important question often remains unasked: In what ways does the chosen learning content or skill refer to the needs and interests of the students?” – Inez De Florio, Effective Teaching and Successful Learning, p. 122 “Teaching is more effective and learning more successful when students participate in planning and starting the lesson.” – Inez De Florio, Effective Teaching and Successful Learning, p. 136 “What is a good explanation? Explanations should be clear and well-structured. They should take students’ age and their prior knowledge into account. They are supposed to correspond to the interests of the learners.” – Inez De Florio, Effective Teaching and Successful Learning, p. 144 “There is an unjustified differentiation between tasks for learning and tasks for testing. • First, all tasks should be meaningful and motivating, not only those destined for classroom practice. … • Second, all tasks have to contribute to an improvement of learning.” – Inez De Florio, Effective Teaching and Successful Learning, p. 159 “Deepening the learning processes during independent practice should at least prepare the transfer of new concepts or schemata to other situations than those in which the new content first occurred.” – Inez De Florio, Effective Teaching and Successful Learning, p. 172 “Cooperative learning and problem-/project-based approaches aim at further deepening the new learning content. They offer the learners multiple and motivating opportunities to lead to automaticity of knowledge and skills, and to promote the desired attitudes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 176 “During the lesson, feedback should have three directions: from teachers to students, among the learners, and from students to teachers.” – Inez De Florio, Effective Teaching and Successful Learning, p. 199 “During work in small groups, teachers cannot eliminate peer feedback. It occurs as such because feedback is frequent in the life contexts of children, adolescents and adults. Therefore adequate training is of utmost importance not only for classroom learning but also with regard to future professional and private requirements.” – Inez De Florio, Effective Teaching and Successful Learning, p. 210

In 2009, Zeke and I decided to entertain suitors, in large part because Zeke’s charter school, the Equity Project, was in full swing.* It wasn’t an easy decision, but we felt that having a well-resourced parent would ensure that the company would thrive in the long term. After a competitive bidding process, we agreed to be acquired by Kaplan and the Washington Post Company in December of that year. I remember the day vividly. After all the documents were signed, I sat there and waited for the transfer to clear. I was sitting at my web browser, hitting refresh over and over again until it cleared in the late afternoon. And there it was. I let out a “Yeah!” and emerged from my office. I walked around dispensing checks to employees, as we had set aside a bonus pool for both staff and instructors. It’s a lot of fun giving away money. I was Asian Santa Claus for a day. I went home for the holidays the following week. At this point my parents were quite pleased with me; my assuming the mortgage on their apartment likely had something to do with that. I zeroed out my student loans that week too. I’d gone from scrapping and scrimping for almost a decade to being a thirty-four-year-old millionaire.

Here are some reasons kids join gangs. You tell me which might be applicable here.” The list included: looking for a sense of respect and power; gangs become family, when kids have real or imagined problems at home; encroachment from a larger city nearby, sometimes engendered by transfer students; for self-protection from other gangs; to make money, have nice things.

Unistructural Memorize, identify, recognize, count, define, draw, find, label, match, name, quote, recall, recite, order, tell, write, imitate Multistructural Classify, describe, list, report, discuss, illustrate, select, narrate, compute, sequence, outline, separate Relational Apply, integrate, analyse, explain, predict, conclude, summarize (précis), review, argue, transfer, make a plan, characterize, compare, contrast, differentiate, organize, debate, make a case, construct, review and rewrite, examine, translate, paraphrase, solve a problem Extended abstract Theorize, hypothesize, generalize, reflect, generate, create, compose, invent, originate, prove from first principles, make an original case, solve from first principles Table 7.2  Some more ILO verbs from Bloom’s revised taxonomy Remembering Define, describe, draw, find, identify, label, list, match, name, quote, recall, recite, tell, write Understanding Classify, compare, conclude, demonstrate, discuss, exemplify, explain, identify, illustrate, interpret, paraphrase, predict, report Applying Apply, change, choose, compute, dramatize, implement, interview, prepare, produce, role play, select, show, transfer, use Analysing Analyse, characterize, classify, compare, contrast, debate, deconstruct, deduce, differentiate, discriminate, distinguish, examine, organize, outline, relate, research, separate, structure Evaluating Appraise, argue, assess, choose, conclude, critique, decide, evaluate, judge, justify, monitor, predict, prioritize, prove, rank, rate, select Creating Compose, construct, create, design, develop, generate, hypothesize, invent, make, perform, plan, produce

Net wages: “It’s not what you make, but what you net” after paying the FIRE sector, basic utilities and taxes. The usual measure of disposable personal income (DPI) refers to how much employees take home after income-tax withholding (designed in part by Milton Friedman during World War II) and over 15% for FICA (Federal Insurance Contributions Act) to produce a budget surplus for Social Security and health care (half of which are paid by the employer). This forced saving is lent to the U.S. Treasury, enabling it to cut taxes on the higher income brackets. Also deducted from paychecks may be employee withholding for private health insurance and pensions. What is left is by no means freely available for discretionary spending. Wage earners have to pay a monthly financial and real estate “nut” off the top, headed by mortgage debt or rent to the landlord, plus credit card debt, student loans and other bank loans. Electricity, gas and phone bills must be paid, often by automatic bank transfer – and usually cable TV and Internet service as well. If these utility bills are not paid, banks increase the interest rate owed on credit card debt (typically to 29%). Not much is left to spend on goods and services after paying the FIRE sector and basic monopolies, so it is no wonder that markets are shrinking. (See Hudson Bubble Model later in this book.) A similar set of subtrahends occurs with net corporate cash flow (see ebitda). After paying interest and dividends – and using about half their revenue for stock buybacks – not much is left for capital investment in new plant and equipment, research or development to expand production.

The old revolutionary chant "Power to the People," usually accompanied by a raised clenched fist, has gone out of fashion. The failure of the socialist model has become too evident. The phrase probably came from the battle cry of the Bolsheviks during the Russian Revolution when the slogan was "Power to the Soviets." In America in the 1960s the Soviet slogan was corrupted into what some called "participatory democracy," and people like "Tom Hayden of Students for a Democratic Society were calling for a transfer of power to the 'people,' whom they were able to identify as themselves." Later on, the "Power to the People" slogan was adopted by Bobby Seale as the chant of the Black Panthers. Needless to say, the last thing many of these people had in mind was actually giving all of the people a real voice in their government. But that is what is happening now.

Another great resource is podcasts, but these generally take time to sift through. I think the best all-around podcast comes from the heavyweights at Andreessen Horowitz (stylized as “a16z”). The a16z podcast has become a true force in understanding any given sector through interviews with thought leaders and great entrepreneurs in their space. I began to develop an interest in the bitcoin blockchain protocol, how it works, and if a blockchain network independent of bitcoin (or any other currency) could really exist in the long-term. Aside from the incredible reporting and research coming out of the CoinDesk news site, there seems to be no better resource than a16z’s interview with the CEO of Chain, Adam Ludwin. In a16z’s “Blockchain vs./ and Bitcoin,” Adam explained what bitcoin is, its limitations, and how blockchain can prosper and create decentralized networks for other financial instruments and stores of value like merchant-issued currency (gift card transfer), airtime on a mobile phone, energy credits on a grid and even tokens for machine-to-machine communication as we enter into the internet-of-things (IoT) and the autonomous vehicle era. The Product Hunt, Rocketship.fm and Accidental Creative podcasts are also not bad places to start.

He’s a professor of mechanical and biomedical engineering at the local university. He is somewhat renowned in his field. This is what I’m told by his adoring colleagues and students at boring cocktail parties where I play the part of devoted wife. They always marvel at what it must be like to be married to the great Dr. David Foster III. They imagine, I think, that our nights are filled with romantic whisperings about fluid dynamics and heat transfer or the power of biomechanical joints. They forget that I am a writer and maintain only a cursory understanding of and interest in David’s work—just enough to assure him that my love is true.

The Recipient will take whatever time they need to return to full consciousness at the conclusion of the tuning process and then wash their hands in cold running water as well as drink a glass of cold water to settle themselves and sever the connection to the Reiki Master doing the remote tunings. How to Perform the Reiki Distant Attunements Step 1: Agree the day, date and time of the attunement ceremony with the receiver. Step 2: Decide on the connection method. Print a picture of the receiver's home or location from Google Maps if needed. Step 3: Decide how you will use the Direct Intention and Surrogate method during the attunement ceremony. We think a printed image / video of the receiver is really helpful, so ask the receiver to send you a picture of yourself to use during the tuning. (Please note: although it is not essential to use a receiver photo during the distant tuning ceremony). Step 4: Be ready with the reiki chant or heartbeat music playing in the background, at least 5 minutes before the agreed time. Taking a few minutes to interact with the energies of the reiki and pull in the energy / images in which you will work during the remote tuning ceremony. Step 5: Intone a short prayer, quietly. (Example: "I call upon Reiki, the Universal Life Force, all past, present and future Reiki Masters (remember Reiki is not bound by time or space) in particular Dr. Usui, Dr. Hayashi and Mrs. Takata to close and participate in this sacred distant tuning ceremony for (insert name of students). I ask that Reiki's power and wisdom establish this connection now and guide and assist me by allowing our energies to connect across time and space so that I can pass on Reiki's gift through the tuning of (insert the name of the students) to Usui Reiki Level 1, 2 and 3. I propose that this ritual be an uplifting and encouraging event for (insert the name of the students) so that (insert the name of the students) the optimistic and strong Reiki Master / Teacher can go forward from this point on. Phase 6: Now, when you look down, imagine / visualize the surrogate / proxy being linked and transferred through time and space, so you're in the room with your student / recipient. Based on the amount of tuning you are doing, envision or picture yourself now in front of the receiver and go through the entire process in your imagination or through the surrogate / proxy physical actions using the strategies outlined in Lesson 8, 9, 10 or 11. You should ask the power and wisdom of reiki to sever the connection between you and the student / recipient at the end of the tuning ceremony and ask reiki to return you to your present location. Conclude the ritual with a brief thank you prayer, then then wash your hands in cold running water and drink a glass of cold water to stabilize yourself and sever the bond between yourself and the recipient / student entirely.

Student indebtedness expemplifies neoliberalismś strategy since the 1970s: the substitution of social rights (the right to education, health care, retirement, etc.) for access to credit, in other words, for the right to contract debt. No more pooling of pensions, instead individual investment in pension funds; no pay rises, instead consumer credit; no universal insurance, individual insurance; no right to housing, home loans. The individualization process established through social policies has brought about radical changes in the welfare state. Education spending, left entirely to students, frees up resources which the state quickly transfers to corporations and the wealthiest households, notably through lower taxes. The true welfare recipients are no longer the poor, the unemployed, the sick, unmarried women, and so on, but corporations and rich.

To understand a concept or idea better Students new to economics sometimes struggle to grasp the concept of the marginal propensity to consume (abbreviated as MPC). MPC is the proportion of additional disposable income (income after taxes and transfers) that an individual consumes. Even harder to understand is what a specific numerical value for MPC implies. In such situations, it helps to go to extreme cases to gain some intuitive feel for what the numbers mean. In this case, since the MPC is a proportion, the two extremes are 0 and 1. An MPC of 0 means that if an individual received an extra $100 of income, she would spend none of it. Think of Warren Buffett. He already has plenty of money to consume what he wants. If Berkshire Hathaway were to pay him an extra $100, he would not change his consumption. At the other extreme, an MPC of 1 means that if an individual received an extra $100 of disposable income, he would spend it all. Think of someone in extreme poverty. An extra $100 could go immediately to satisfy his basic needs. These extreme cases can help ground our understanding of MPC.[2]

During his gymnasium years he read Chernyshevsky’s What Is to Be Done?, which gave him a fictional model of ascetic heroism. Osipanov claimed to have imitated Rakhmetov’s painful regime—designed to harden him for torture—of sleeping on a board with nails sticking through it.25 Osipanov refused to carry poison with him to commit suicide in case of capture. At Kazan, the same university from which Vladimir Ulyanov was expelled in 1888, Osipanov started as a student of medicine and then transferred to law. He missed almost

so many scientists from Los Alamos [science and technology labs] have returned to Chinese universities and research institutes that people have dubbed them the “Los Alamos club”’.73 Although the Thousand Talents Plan was only established in 2008, the systematic transfer of technology from the West has been under way for much longer. When China began to open up under Deng Xiaoping in the late 1970s and early 1980s, a program was developed to send technically talented young Chinese to the West. Many of the brightest students were sent to Germany and the United States to obtain PhDs in physics; some stayed on and achieved senior positions at top universities, from where they could send information to China.

Next, I went undercover—really!—in Dothan, Alabama, to expose segregated schools that were trying to evade integration. Posing as the young wife of a businessman who had just been transferred to the area, I visited the all-white private school that had just opened in town and received tax-exempt status. When I started asking questions about the student body and curriculum, I was assured that no black students would be enrolled. Marian used the evidence that I and other activists gathered in the field to pressure the Nixon administration to crack down on these so-called segregated academies.

I’ve known Ms. deRueda for eleven minutes, ten of which were spent in a fruitless attempt to explain to her that I write letters of recommendation only for students who have signed up for and completed one of my classes. This young woman is certainly tenacious, if that’s what you’re looking for. A transfer student, she appears to be suffering under the delusion that a recommendation from any random faculty member within our august institution will be the key to her application’s success.

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The current global health crisis has raised many challenges to the students in attempting their exams. But in the recent days, across the globe, the education system has turned to virtual learning introducing proctoring exams as a practical solution during the prevailing pandemic situation. The meaning of proctoring is not much complicated to understand. Proctored exams are regular exams by using the proctoring software which monitors your desktops or PC’s, webcam audio and video. The proctoring software records the data and transfers the same for review.

Become a student of change. It is the only thing that will remain constant.” - Anthony J. D'Angelo

virtually all students would benefit from the kinds of meaning-making, problem-solving, logical-thinking and transfer-of-learning curriculum and instruction usually reserved for advanced learners.

Enhancing our memory is just the beginning. When you express an idea in writing, it’s not just a matter of transferring the exact contents of your mind into paper or digital form. Writing creates new knowledge that wasn’t there before. Each word you write triggers mental cascades and internal associations, leading to further ideas, all of which can come tumbling out onto the page or screen.V Thinking doesn’t just produce writing; writing also enriches thinking. There is even significant evidence that expressing our thoughts in writing can lead to benefits for our health and well-being.11 One of the most cited psychology papers of the 1990s found that “translating emotional events into words leads to profound social, psychological, and neural changes.” In a wide range of controlled studies, writing about one’s inner experiences led to a drop in visits to the doctor, improved immune systems, and reductions in distress. Students who wrote about emotional topics showed improvements in their grades, professionals who had been laid off found new jobs more quickly, and staff members were absent from work at lower rates. The most amazing thing about these findings is that they didn’t rely on input from others. No one had to read or respond to what these people wrote down—the benefits came just from the act of writing.

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

It appears that the reporter has passed along some words without inquiring what they mean, and you are expected to read them just as uncritically for the happy illusion they give you of having learned something. It is all too reminiscent of an old definition of the lecture method of classroom instruction: a process by which the contents of the textbook of the instructor are transferred to the notebook of the student without passing through the heads of either party.

THE GREEK word for disciple, mathetes, was a very meaningful word in the Greek world. Plato developed a form of thinking or a philosophy of life that separated the physical and spiritual realm. This disconnection between the physical and spiritual still affects our thinking today, as is apparent when we reference the secular versus the sacred. That form of thinking that Plato developed is called Platonic thought. Plato had a follower named Aristotle. Aristotle was a follower of Plato. He was a student and he studied the Platonic philosophy. Aristotle, Plato’s student, developed schools called academies, where he would train the next generation in Plato’s thinking. So Aristotle, Plato’s student, bought into the worldview of Plato, and began developing schools to train other students in this thinking of Plato. Part of this organized approach by Aristotle is known as Aristotelian logic. Aristotle systematized and organized the thinking of Plato and made it transferable. Out of these schools there were birthed men and women who now went into the marketplace with this Platonic worldview. They became doctors and lawyers and teachers, but they had this worldview. In the meantime, Rome overtook Greece. The big military machine of Rome defeated Greece and Greece was now a defeated nation and now being occupied by Roman power. But there was a problem in Rome. The folks who had been trained in Greece with the thinking of Plato and the system of Aristotle were infiltrating Roman culture. We call it the Hellenization of the Romans. Rome was being “Greek-enized,” even though it was the prominent military power. The Greek influence permeated the Roman culture because of the power of discipleship. This is the point of discipleship. When Jesus discussed discipleship, it was in the cultural context of Greek culture influencing the Roman Empire through the power of discipleship. Jesus Christ takes the concept of discipleship and intimates, “I’m looking for a generation of followers who are so saturated in My thinking, My worldview, and My orientation that when integrated into the culture in which they are situated, the culture will have to live with the influence of Jesus Christ, who permeates the culture.

Riddle said I'm like him. Strange likenesses, he said...." "Did he now?" said Dumbledore, looking thoughtfully at Harry from under his thick silver eyebrows. "And what do you think, Harry?" "I don't think I'm like him!" said Harry, more loudly than he'd intended. "I mean, I'm- I'm in Gryffindor, I'm..." But he fell silent, a lurking doubt resurfacing in his mind. "Professor," he started again after a moment. "The Sorting Hat told me I'd- I'd have done well in Slytherin. Everyone thought I was Slytherin's heir for a while... because I can speak Parseltongue...." "You can speak Parseltongue, Harry," said Dumbledore calmly, "because Lord Voldemort- who is the last remaining ancestor of Salazar Slytherin- can speak Parseltongue. Unless I'm much mistaken, he transferred some of his own powers to you the night he gave you that scar. Not something he intended to do, I'm sure..." "Voldemort put a bit of himself in me?" Harry said, thunderstruck. "It certainly seems so." "So I should be in Slytherin," Harry said, looking desperately into Dumbledore's face. "The Sorting Hat could see Slytherin's power in me, and it-" "Put you in Gryffindor," said Dumbledore calmly. "Listen to me, Harry. You happen to have many qualities Salazar Slytherin prized in his hand-picked students. His own very rare gift, Parseltongue- resourcefulness- determination- a certain disregard for rules," he added his mustache quivering again. "Yet the Sorting Hat placed you in Gryffindor. You know why that was. Think." "It only put me in Gryffindor," said Harry in a defeated voice, "because I asked not to go in Slytherin...." "Exactly," said Dumbledore, beaming once more. "Which makes you very different from Tom Riddle. It is our choices, Harry, that show what we truly are, far more than our abilities.

WHOA! Now that's some thick-cut bacon!" "Oh my gosh! Look! The top of it is gleaming! Just looking at it is making me hungry..." "Wait a minute. If he's copying the transfer student, then the meat he's using should be oxtail, right? So why is he bringing out bacon?" If he's adding bacon to beef stew, there's only one thing it could be. A GARNISH! THE BACON IS MEANT TO BE A SIDE DISH TO THE STEW. Yukihira's recipe is the type that calls for straining the demi-glace sauce at the end to give it a smooth texture. That means its only official ingredients are the meat and the sauce, making for a very plain dish. Garnishes of some sort are a necessity! Beef simmered in red wine- the French dish thought to be the predecessor to beef stew- always comes with at least a handful of garnishes. The traditional garnishes are croutons, glazed pearl onions, sautéed mushrooms... ... and bacon! Then that means... he's going to take that thick, juicy bacon and add it to the stew?!" "Now he's sautéing those extra-thick slices of bacon in butter! He's being just as efficient and delicate as always." "Man, the smell of that bacon is so good! It's smoky, yet still somehow mellow..." "What kind of wood chips did he use to give it that kind of scent?" "You wanna know what I used? Easy. It's mesquite." "Mess-keet?" "Have you heard of it?" "It's a small tree used for smoking that's native to Mexico and the Southern U.S. You'll hardly find it used anywhere in Japan though." "Ibusaki!" Mesquite is one of the most popular kinds of wood chips in Texas, the heartland of barbecues and grilling. Because of its sharp scent, it's mostly used in small quantities for smoking particularly rough cuts of meat, giving them a golden sheen. "But I didn't stop there! I added a secret weapon to my curing compound- Muscovado sugar! I sweetened my curing compound with Muscovado, sage, nutmeg, basil and other spices, letting the bacon marinate for a week! It will have boosted the umami of the bacon ten times over!

During the first day of orientation, an instructor from the general studies department asked a group of freshmen and transfer students if any of us had read and liked Jane Austen. I raised my hand eagerly, and said in my still somewhat broken English that I found her characters—created two centuries earlier—to be instantly relatable. “Wrong,” the instructor said. “Those books promote female oppression, racism, colonialism, and white supremacy.

High schools routinely classified students who quit high school as transferring to another school, returning to their native country, or leaving to pursue a General Equivalency Diploma (GED)—none of which count as dropping out in the official statistics. Houston reported a citywide dropout rate of 1.5 percent in the year that was examined; 60 Minutes calculated that the true dropout rate was between 25 and 50 percent. The statistical chicanery with test scores was every bit as impressive. One way to improve test scores (in Houston or anywhere else) is to improve the quality of education so that students learn more and test better. This is a good thing. Another (less virtuous) way to improve test scores is to prevent the worst students from taking the test. If the scores of the lowest-performing students are eliminated, the average test score for the school or district will go up, even if all the rest of the students show no improvement at all. In Texas, the statewide achievement test is given in tenth grade. There was evidence that Houston schools were trying to keep the weakest students from reaching tenth grade. In one particularly egregious example, a student spent three years in ninth grade and then was promoted straight to eleventh grade—a deviously clever way of keeping a weak student from taking a tenth-grade benchmark exam without forcing him to drop out (which would have showed up on a different statistic).

heard stories of political violence that sent chills down my spine. One guy nostalgically recalled how he crippled a man he considered a “Nazi,” first beating him into submission and then jumping on his spine, all based on unacceptable opinions the man had shared at a bar. A law student working his way up the Democratic Party told me that periodic beatings of opponents to spread fear in the population were key to any political victory. I tried to talk him out of it, tried to say the entire point of democracy was to have a nonviolent way to transfer power, but he just kept smiling and reminding me that he was already actively organizing campaigns and his candidates always won.

The conditions at work were tolerable but the real dressmakers made our life unpleasant, because girls like myself could not fulfill the quota; we could not keep up with the majority. Nevertheless, they did not betray us for our shortcomings. After about 6 months I transferred to the bookkeeping, where three older men, accountants, had chosen three former students to help out. That made the circumstances at work easier. In the meantime, in order to survive, we sold anything that had any value: a good coat, all the jewelry, a nice woolen dress, some linens, a warm housecoat - anything that could be sold.

The safest course for an Infinite Way student to follow is to admit freely that he does not know how to pray, how to go out or come in, or what to pray for, and then open himself in receptivity to that still small Voice which is within, closer than breathing, and let It pray through him, let It utter Its voice, let It have Its way. If you are praying for someone else, let It inform you, let It inform your patient or your student. Do not try to be Omniscience yourself in your praying, because you can be Omniscience only when you are completely absent from the personal sense of self, when you are absent from any knowledge, when you have attained that place of unknowing in which you definitely know that you do not know, and do not even want to know, but are willing and open to receive spiritual wisdom, spiritual guidance, spiritual strength. When you are praying or meditating for someone else, do not try to transfer thoughts to him, do not try to know what is right for him or best for him, but sit in a state of complete receptivity, and then let the Father function as your consciousness. You may not receive any message for your patient or student, but you do not need any. He will receive it, and he will receive it not from you, but from the Source of you. Your consciousness acts only as the instrument of contact, and you yourself may never know what the message is, or even whether any message has been received

6. CHRISTIAN REFORMED CHURCH Nor is this movement confined to liberal denominations. The Christian Reformed Church (CRC) is still thought to be largely evangelical, and it was only in 1995 that the CRC approved the ordination of women. But now the First Christian Reformed Church in Toronto has “opened church leadership to practicing homosexual members ‘living in committed relationships,’ a move that the denomination expressly prohibits.”24 In addition, Calvin College in Grand Rapids, Michigan, the college of the Christian Reformed Church, has increasingly allowed expressions of support for homosexuals to be evident on its campus. World magazine reports: Calvin has since 2002 observed something called “Ribbon Week,” during which heterosexual students wear ribbons to show their support for those who desire to sleep with people of the same sex. Calvin President Gaylen Byker . . . [said], “. . . homosexuality is qualitatively different from other sexual sin. It is a disorder,” not chosen by the person. Having Ribbon Week, he said, “is like having cerebral palsy week.” Pro-homosexuality material has crept into Calvin’s curriculum. . . . At least some Calvin students have internalized the school’s thinking on homosexuality. . . . In January, campus newspaper editor Christian Bell crossed swords with Gary Glenn, president of the American Family Association’s Michigan chapter, and an ardent foe of legislation that gives special rights to homosexuals. . . . In an e-mail exchange with Mr. Glenn before his visit, Mr. Bell called him “a hate-mongering, homophobic bigot . . . from a documented hate group.” Mr. Bell later issued a public apology.25 This article on Calvin College in World generated a barrage of pro and con letters to the editor in the following weeks, all of which can still be read online.26 Many writers expressed appreciation for a college like Calvin that is open to the expression of different viewpoints but still maintains a clear Christian commitment. No one claimed the quotes in the article were inaccurate, but some claimed they did not give a balanced view. Some letters from current and recent students confirmed the essential accuracy of the World article, such as this one: I commend Lynn Vincent for writing “Shifting sand?” (May 10). As a sophomore at Calvin, I have been exposed firsthand to the changing of Calvin’s foundation. Being a transfer student, I was not fully aware of the special events like “Ribbon Week.” I asked a classmate what her purple ribbon meant and she said it’s a sign of acceptance of all people. I later found out that “all people” meant gays, lesbians, and bisexuals. I have been appalled by posters advertising a support group for GLBs (as they are called) around campus. God condemned the practice, so why cannot God’s judgment against GLB be proclaimed at Calvin? I am glad Calvin’s lack of the morals it was founded on is being made known to the Christian community outside of Calvin. Much prayer and action is needed if a change is to take place.—Katie Wagenmaker, Coopersville, Mich.27 Then in June 2004, the Christian Reformed Church named as the editor of Banner, its denominational magazine, the Rev. Robert De Moor, who had earlier written an editorial supporting legal recognition for homosexuals as “domestic partners.” The CRC’s position paper on homosexuality states, “Christian homosexuals, like all Christians, are called to discipleship, to holy obedience, and to the use of their gifts in the cause of the kingdom. Opportunities to serve within the offices and the life of the congregation should be afforded to them as they are to heterosexual Christians.”28 This does not indicate that the Christian Reformed Church has approved of homosexual activity (it has not), but it does indicate the existence of a significant struggle within the denomination, and the likelihood of more to come.

In the inns of certain Himalayan villages is practiced a refined tea ceremony. The ceremony involves a host and exactly two guests, neither more nor less. When his guests have arrived and seated themselves at his table, the host performs three services for them. These services are listed in the order of the nobility the Himalayans attribute to them: stoking the fire, fanning the flames, and pouring the tea. During the ceremony, any of those present may ask another, “Honored Sir, may I perform this onerous task for you?” However, a person may request of another only the least noble of the tasks which the other is performing. Furthermore, if a person is performing any tasks, then he may not request a task that is nobler than the least noble task he is already performing. Custom requires that by the time the tea ceremony is over, all the tasks will have been transferred from the host to the most senior of the guests. How can this be accomplished?3

A starlet in whom Shukla took a special interest was a curvaceous beauty called Vijay Kumari, known by her pet name, Candy. Students at the Film and Television Institute of India (FTII), Pune, recall how one day in August 1976 film director G.P. Sippy turned up at the institute along with Candy dressed in blue jeans, a yellow top and dark glasses. They were told that Candy, who had ‘high connections’, was to be given a place in the girls’ hostel even though she had taken none of the mandatory admission tests. N.V.K. Murthy, the then director of FTII, at first resisted her admission but was told by Sippy that it was a direct order from Shukla. Shortly afterwards Murthy was transferred to Delhi and replaced by Jagat Murari.

Mentoring is passion for skills and knowledge-transfer to young people

On August 12, 1933, President Machado fled Cuba with ABC terrorists shooting at his laden airplane as it prepared to take off from the long hot runway. He left Cuba without any continuity of leadership and a smooth transfer of authority to the next administration became impossible in Havana. American envoy, Sumner Welles stepped into the vacuum and encouraged Carlos Manuel de Céspedes y Quesada to accept the office of Provisional President of Cuba. Céspedes was a Cuban writer and politician, born in New York City, son of Carlos Manual de Céspedes del Castillo who was a hero of the Cuban War of Independence. Wearing a spotlessly clean, crisp white suit, Céspedes was installed as the Provisional President of Cuba, on what was his 62nd birthday. This expedient political move failed to prevent the violence that broke out in the streets. Mobs looted and behaved with viciousness that lasted for six long hours and created a mayhem not witnessed since Cuba’s Independence from Spain. Students from the university ransacked the previously pro-Machado newspaper “Heraldo de Cuba.” The Presidential Palace was stormed and severely damaged, with the culprits leaving a “For Rent” sign hanging on the front gate. The temperament of the mob that rallied against the Machado supporters, including the hated Porristas who had been left behind, was ferocious. They wounded over 200 hapless souls and cost 21 people their lives. Five members of the Porristas as well as Colonel Antonio Jimenez, the head of Machado’s secret police, were summarily shot to death and trampled upon. The rioters then tied the mutilated body of Jimenez to the top of a car and paraded his bullet-riddled carcass through the streets of Havana, showing it off as a trophy. When the howling throng of incensed people finally dumped him in front of the hospital, it was determined that he had been shot 40 times. Students hammered away at an imposing bronze statue of Machado, until piece by piece it was totally destroyed. Shops owned by the dictator’s friends were looted and smashed, as were the homes of Cabinet members living in the affluent suburbs.

Early July 2012 In one of Andy’s responses, my ex-lover wrote, Young, That sounds great! I look forward to co-writing the fourth book of A Harem Boy Saga with you. This will provide us time to map out the outline of our joint project during the course of our correspondence. As much as I’d love to work with you on this project, I want to be sure that Walter is okay with us going into this venture together. I have no desire to upset your loving relationship and certainly have no wish to be an unwelcome intruder into your lives. Let me know if he agrees. When I was in hospital recovering from my nervous breakdown, I met Jack, a 24-year-old nursing student. He cared for me during my recovery. We dated for several months before his transfer to a hospice in a different city. I did not have the courage to tell Toby that Jack and I were dating. I was afraid Toby would threaten suicide again, until the fateful evening when he discovered Jack and me making out in my flat. My caregiver and I had proceeded to my lodgings after a scrumptious dinner one evening. After several glasses of wine while watching television, Jack leaned his head against my shoulder. His dreamy, doe-like eyes looked adoringly at me, reminding me of your beautiful Asian eyes staring at me during our intimate moments together. Our kisses soon led to lingering sensual foreplay. Before long, our clothes were scattered all over. Jack went on his knees, eagerly caressing my growing hardness and wrapping his luscious lips around me under my briefs. Easing down my underwear, he went to work. His sweetness stirred my longing for you. Closing my eyes to savor his warm fallation, I reclined against the comfortable sofa and enjoyed the pleasurable sensation showered upon my erection. He engulfed my pulsating manhood, suckling away as if to satisfy his hunger. It was similar to the way you used to relish my hardness for hours on end. Like you, he pleasured me with deep, devotional worship; I was overwhelmed by his sexual imperativeness, wanting his warmth to wash over my entirety. His expert titillation did wonders for my soul, causing me to spasm involuntarily. He devoured my length as if deprived of nourishment while I nurtured my feed into Jack’s bobbing head, pressing him against my quivering palpitations.

David and Neil were MBA students at the Wharton School when the cash-strapped David lost his eyeglasses and had to pay $700 for replacements. That got them thinking: Could there be a better way? Neil had previously worked for a nonprofit, VisionSpring, that trained poor women in the developing world to start businesses offering eye exams and selling glasses that were affordable to people making less than four dollars a day. He had helped expand the nonprofit’s presence to ten countries, supporting thousands of female entrepreneurs and boosting the organization’s staff from two to thirty. At the time, it hadn’t occurred to Neil that an idea birthed in the nonprofit sector could be transferred to the private sector. But later at Wharton, as he and David considered entering the eyeglass business, after being shocked by the high cost of replacing David’s glasses, they decided they were out to build more than a company—they were on a social mission as well. They asked a simple question: Why had no one ever sold eyeglasses online? Well, because some believed it was impossible. For one thing, the eyeglass industry operated under a near monopoly that controlled the sales pipeline and price points. That these high prices would be passed on to consumers went unquestioned, even if that meant some people would go without glasses altogether. For another, people didn’t really want to buy a product as carefully calibrated and individualized as glasses online. Besides, how could an online company even work? David and Neil would have to be able to offer stylish frames, a perfect fit, and various options for prescriptions. With a $2,500 seed investment from Wharton’s Venture Initiation Program, David and Neil launched their company in 2010 with a selection of styles, a low price of $95, and a hip marketing program. (They named the company Warby Parker after two characters in a Jack Kerouac novel.) Within a month, they’d sold out all their stock and had a 20,000-person waiting list. Within a year, they’d received serious funding. They kept perfecting their concept, offering an innovative home try-on program, a collection of boutique retail outlets, and an eye test app for distance vision. Today Warby Parker is valued at $1.75 billion, with 1,400 employees and 65 retail stores. It’s no surprise that Neil and David continued to use Warby Parker’s success to deliver eyeglasses to those in need. The company’s Buy a Pair, Give a Pair program is unique: instead of simply providing free eyeglasses, Warby Parker trains and equips entrepreneurs in developing countries to sell the glasses they’re given. To date, 4 million pairs of glasses have been distributed through Warby Parker’s program. This dual commitment to inexpensive eyewear for all, paired with a program to improve access to eyewear for the global poor, makes Warby Parker an exemplary assumption-busting social enterprise.

How to become the President of Liberia from “Liberia & Beyond” In 1973, Charles Taylor enrolled as a student at Bentley University, in Waltham, Massachusetts. A year later Taylor became chairman of the Union of Liberian Associations in America, which he founded on July 4, 1974. The mission of ULAA was meant to advance the just causes of Liberians and Liberia at home and abroad. In 1977 Taylor graduated from Bentley University with a Bachelor of Arts degree in economics. Returning to Liberia he supported the violent coup, led by Samuel Doe, and became the Director General of the General Services Agency most likely because of his supposed loyalty. His newly acquired elevated position put him in charge of all the purchases made for the Liberian government. Taylor couldn’t resist the urge of stealing from the till, and in May of 1983, he was found out and fired for embezzling nearly a million dollars in State funds. During this time he transferred his ill-gotten money to a private bank account in the United States. On May 21, 1984, seizing the opportunity, Taylor fled to America where he was soon apprehended and charged with embezzlement by United States Federal Marshals in Somerville, Massachusetts. Taylor was held in the Plymouth, County jail until September 15, 1985, when he escaped with two of his cohorts, by sawing through the steel bars covering a window in his cell. He precariously lowered himself down 20 feet of knotted sheets and then deftly escaped into the nearby woodlands. He most likely had accomplices, since his wife Jewel Taylor conveniently met him with a car, which they then drove to Staten Island in New York City.

a mechanic at the local garage down the street and usually finishes around 6 p.m. I know he’ll be home soon, even if it is only to check that I’m here waiting for him. He’s always had a slight possessive streak; it used to make me feel wanted and needed, but it seems to have kicked up a notch in the past six months. Beau and I met in high school in our senior year. He was a late transfer student who started with only a few months left before graduation. He pursued me fervently, and despite my parents being concerned about their somewhat sheltered daughter going out with the neighborhood’s new resident bad boy, we fell in love,

probe indicates that Naxals don't want any development in their area. They don't want the children to be educated, they don't want roads to be built. They want tribals to remain in the dark. And to achieve this perverse end, they can go to any extent of violence, even if it means killing an infant. A four-month-old baby was killed in a Jan Adalat in front of her mother as her father was a suspected police informer. Naxals burn mark sheets and transfer certificates of 10th and 12th students, so that they cannot go for further education and migrate from their villages.

What a child experiences between the ages of seven and ten will determine his actions as a teenager and an adult.” I thought this was crucial information for future elementary school teachers, and I found that it was not addressed in their education courses. “Killer in the Classroom” was the title of a presentation that I prepared for the future elementary school teachers. The title got their attention, and the prisoners’ stories kept them riveted for the full hour. While none of these prisoners placed blame on their teachers for turning them into criminals, all of them had advice for how a teacher could spot a troubled child in her classroom and how to reach out to him. They also pointed out some of the ways in which even well-intentioned actions could backfire. Jon related his experiences as a boy who, because his father’s job required frequent transfers, was often the new kid in school. He admitted to engaging in some juvenile mischief, but nothing requiring the harsh treatment he received. One teacher, having heard of his reputation as a troublemaker, singled him out at the start of the school year—literally, singled him out. She made him spend the semester behind a partition in the back of the room, separated from the rest of the students. Over time, that led to his rejection of the teacher, of his schoolwork, of school. That led to the streets, to drugs, to violence. Jon connected the dots by concluding, “Stick me behind a partition, and I grow up and kill someone.” My end-of-semester surveys always showed this presentation to be the most impactful moment of the semester. It was a lesson that I knew my students would remember when they started working with little Larrys, Dustins, and Patricks. And I

waiting for my boyfriend Beau to get home from work. He works as a mechanic at the local garage down the street and usually finishes around 6 p.m. I know he’ll be home soon, even if it is only to check that I’m here waiting for him. He’s always had a slight possessive streak; it used to make me feel wanted and needed, but it seems to have kicked up a notch in the past six months. Beau and I met in high school in our senior year. He was a late transfer student who started with only a few months left before graduation. He pursued me fervently, and despite my parents being concerned about their somewhat sheltered daughter going out with the neighborhood’s new resident bad boy, we fell in love,

we must develop skills that are transferable to unknown situations.

The capacities teachers need to build among students in order to equip them to become nation builders are: The capacity for research or inquiry; Capacity for creativity and innovation, particularly the creative transfer of knowledge; Capacity to use high technology; Capacity for entrepreneurial leadership; Capacity for moral leadership.