A Quote by Estelle Morris
We do recognise the need to move towards the publication of information showing the progress made by pupils from one stage of their education to another.
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Progress in computer science is made with the distribution of revolutionary software systems and the publication of revolutionary books. We don't need a fancy information system to alert us to these grand events; they will hit us in the face. Another good excuse for ignoring the literature is that, since everyone has strong beliefs about fundamentals but can't support those beliefs rationally or consistently convince non-believers, computer science is actually a religion.
Women need to be empowered through the strongest tool - education. They don't need to be subservient to anyone, but at the same time, men must change their mindset towards women. If they are more respectful towards them, then things will change at the grassroots level. It will happen slowly, but everyone has to move together.
The constant need to move on, and to document progress, in normal schools means that education tends to be cut up into bite sized task.
We need quantitative assessments of the success of education. We need certification and qualifications both for teachers and for pupils. It is not a choice between quantity and quality, between access and excellence. Both of these will happen together if people really do believe in the importance of education to change lives.
For every fresh stage in our lives we need a fresh education, and there is no stage for which so little educational preparation is made as that which follows the reproductive period.
The basic proposal of the new education is to be that dunces and idlers must not be made to feel inferior to intelligent and industrious pupils. That would be 'undemocratic.
I am not against freedom of speech, and I recognise the value of fair publication.
But as we move from this period of what many Iraqis regard as perceived occupation, we need to move towards one of partnership.
For Arkansas, I think the sky is the limit, but I think we are going to have to fight the urge to avoid risks. We need to look first at where we are as a state. I think, as a state, we have made progress over the years, but there are two kinds of progress: absolute progress and relative progress.
The experience that a publication creates for its audience is the very essence of that publication's brand - and without deep engagement, that publication's brand will be weak. A good publication is a convener and an arbiter - it expresses a core narrative that becomes a badge of sorts for its readership.
I think we've made tremendous progress on racism. We've even made progress on war. We've made almost no progress on poverty.
Progress is slow partly from mere intellectual inertia. In a subject where there is no agreed procedure for knocking out errors, doctrines have a long life. A professor teaches what he was taught, and his pupils, with a proper respect and reverence for teachers, set up a resistance against his critics for no other reason than that it was he whose pupils they were.
Liebig was not a teacher in the ordinary sense of the word. Scientifically productive himself in an unusual degree, and rich in chemical ideas, he imparted the latter to his advanced pupils, to be put by them to experimental proof; he thus brought his pupils gradually to think for themselves, besides showing and explaining to them the methods by which chemical problems might be solved experimentally.
A correct theory is the first step towards improvement, by showing what we need and what we might accomplish.
There are so many things that we could do but education would be our primary need in this regard. And in obtaining this education we need to also educate ourselves and others to the truths that we have possessed from the beginning that allow men to live in harmony with one another.
The last thing that should happen is funding cut for education; it should be increased. We need to put more money towards education, and anything else is abusive.
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