A Quote by Arthur Smith

I find it hilarious that there are academics who try to analyse chemical changes in the brains of students while exposing them to gags. — © Arthur Smith
I find it hilarious that there are academics who try to analyse chemical changes in the brains of students while exposing them to gags.
Exposing students to lots of books and positive reading experiences while building a network of other readers who support each other provides students with tools that last beyond the classroom setting.
Radioactivity is shown to be accompanied by chemical changes in which new types of matter are being continually produced. .... The conclusion is drawn that these chemical changes must be sub-atomic in character.
Physical changes take place continuously, while chemical changes take place discontinuously. Physics deals chiefly with continuous varying quantities, while chemistry deals chiefly with whole numbers.
If architecture is going to nudge, cajole, and inspire a community to challenge the status quo into making responsible changes, it will take the subversive leadership of academics and practitioners who keep reminding students of the profession’s responsibilities.
I spend quite a bit of time thinking about my students. I look at them, at their work, I listen to what they tell me, and try to figure out who they might become in the best of all possible worlds. This is not easy. Students try to give you clues; sometimes they look at you as if imploring you to understand something about them that they don't yet have the means to articulate. How can one succeed at this? And how can one do it 20 times over for all the students in a class? It's impossible, of course. I know this, but I try anyway. It's tiring.
What I love about 'Modern Family' is that it makes you laugh, and there's hilarious physical gags that are outrageous, but there's real heart to it, and you feel good after you watch it.
I analyse everything I do and when I see something I don't like I try to find the solution and that's why I'm so hard on myself.
I don't really agree that most academics frown when they hear Wikipedia. Most academics I find quite passionate about the concept of Wikipedia and like it quite a bit. The number of academics who really really don't like Wikipedia is really quite small and we find that they get reported on in the media far out of proportion to the amount they actually exist.
I mean most girls are so dumb and all. After you neck them for a while, you can really watch them losing their brains. You take a girl when she really gets passionate, she just hasn't any brains. -Holden Caulfield
Some of what we're learning suggests a balance between exposing children to new things, yet giving them a chance to repeatedly experience something they enjoy, which builds "chunks" of information in their brains.
I can analyse the trajectory of my popularity and find out why the peak was a peak and the valley was a valley - grapple with it that way - but I prefer not to analyse it that much.
Even if you've written something for print, I think it's good to try [it] out on someone because it changes. You can think it's hilarious and they can tell you it's not.
Trump is Trump. Some people find him hilarious. I don't find it hilarious, but you can't say it's dull. There's nothing credible about Donald Trump.
Coke and Pepsi, with the acquiescence of the FDA, are needlessly exposing millions of Americans to a chemical that causes cancer.
Individuals possessing moderate-sized brains easily find their proper sphere, and enjoy in it scope for all their energy. In ordinary circumstances they distinguish themselves, but they sink when difficulties accumulate around them. Persons with large brains, on the other hand, do not readily attain their appropriate place; common occurrences do not rouse or call them forth.
We don't hire students who are just good at academics.
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