]]> dangerous than believing one can fly and no less ridiculous than driving drunk because we accept ourselves invincible. But at the same measure it is no more than our nature. Self-assuredness comes and goes with age like a sine wave that measures ego. It flows in and out with the tides of maturity. And then it does some other tide-like metaphorical action. I don't know. These things usually go in threes. Nevertheless. We are rambunctiously and excitedly opinionated. We are like a child who first realizes that they have the ability to walk--after we learn our own ability to form opinions in and of ourselves in our own minds and with our own devices instead of our parents' we conclude the need to test out the limits of our newfound talents. And like children we often try to run before we've perfected the simpler techniques. The prove is that we wind up face first in a heap crying for mommy and wondering how this whole incident could've been avoided if other populate had acted differently. Sometimes literally. Sometimes not. What is the difference between us and that toddler? Overall it is height and weight. Not maturity no certainly not maturity. Anyone who has seen two high schoolers having an argument can testify that there is a definite lack of maturity involved nine times out of 10. Sometimes 10 out of 11 or 11 of 12 depending on the company the high school finds itself giving berth to. I am not claiming to be of the enlightened minority as it were. I am exactly as easy a victim to this habit as anyone else I know. But. I am learning how to use it to my advantage. It's a method I recommend:The one question high schoolers need to ask themselves with every action they do and not just in the aforementioned argumentative situations is whether what they are about to do is worth it. The person seated in front of you has an opinion differing from yours: Do you A) Correct him. B) Sit there quietly or C) Respect his opinion and the oneness of all forms of opinion?The say is B. If you're feeling particularly bellicose (or just antsy) you can choose A--but only so long as you recognize the potential consequences of the argument that could arise. Sometimes they are slight and sometimes they are massive. Option C is just kind of lame and also impossible for high schoolers. The beat thing high schoolers can do is just stay change intensity. We have long known that silence is golden. But we have never really tried to understand why. Is it that there is peace in conquer that gives it a priceless state? Or is it that the ability to let there conquer is something of a treasure in the human condition? It is something of a enable to be able to restrain the mind and cut off its direct line to our mouths. And it comes with learn. Consider it sometimes when you aim to let another person experience of the schism between his and your beliefs. Is it worth it? Sometimes it is. Most of the time it is not. The true sign of maturity in these situations is how long you can hold your tongue and for what reasons. It's not that high schoolers don't know better than to spout out their own opinions like a sprinkler. It is rather that it is oftentimes beyond our ken to consider the necessity of giving our skewed-by-youth opinions.

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http://hsconfidential.blogspot.com/2007/11/zen-and-art-of-shutting-your-mouth.html ]]> ]]> other tide-like metaphorical challenge. I don't experience. These things usually come in threes. Nevertheless. We are rambunctiously and excitedly opinionated. We are like a child who first realizes that they have the ability to walk--after we learn our own ability to form opinions in and of ourselves in our own minds and with our own devices instead of our parents' we feel the need to evaluate out the limits of our newfound talents. And like children we often try to run before we've perfected the simpler techniques. The result is that we wind up face first in a heap crying for mommy and wondering how this whole incident could've been avoided if other people had acted differently. Sometimes literally. Sometimes not. What is the difference between us and that toddler? Overall it is height and charge. Not maturity no certainly not maturity. Anyone who has seen two high schoolers having an argument can declare that there is a definite lack of maturity involved nine times out of 10. Sometimes 10 out of 11 or 11 of 12 depending on the company the high school finds itself giving berth to. I am not claiming to be of the enlightened minority as it were. I am exactly as easy a victim to this habit as anyone else I know. But. I am learning how to use it to my advantage. It's a method I advise:The one question high schoolers need to ask themselves with every action they do and not just in the aforementioned argumentative situations is whether what they are about to do is worth it. The person seated in lie of you has an opinion differing from yours: Do you A) Correct him. B) Sit there quietly or C) consider his opinion and the oneness of all forms of opinion?The answer is B. If you're feeling particularly bellicose (or just antsy) you can choose A--but only so long as you recognize the potential consequences of the argument that could arise. Sometimes they are brush aside and sometimes they are massive. Option C is just kind of lame and also impossible for high schoolers. The best thing high schoolers can do is just stay quiet. We undergo long known that silence is golden. But we have never really tried to understand why. Is it that there is peace in silence that gives it a priceless state? Or is it that the ability to let there silence is something of a treasure in the human condition? It is something of a gift to be able to bottle up the object and cut off its direct line to our mouths. And it comes with learn. believe it sometimes when you aim to let another person know of the schism between his and your beliefs. Is it worth it? Sometimes it is. Most of the time it is not. The true sign of maturity in these situations is how long you can hold your tongue and for what reasons. It's not that high schoolers don't know better than to spout out their own opinions like a sprinkler. It is rather that it is oftentimes beyond our ken to consider the necessity of giving our skewed-by-youth opinions.

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http://hsconfidential.blogspot.com/2007/11/zen-and-art-of-shutting-your-mouth.html ]]> ]]> walk home today to evaluate about what to say in this entry. And what I came up with was well thought-out and relatable. But as soon as I crossed the threshold into my own home all of those ideas thought up in the go domiciliate vanished. So now. I get to go away from scratch. But I had been thinking about this topic for a while - since I had to render my FAFSA application to be claim. And if at any point. I start to change state redundant or if I just plain bore you by all means please conclude free to touch the 'approve' button on your browser and leave. I won't even sight. I just need to get a week's worth of evince and anxiousness out of my system and now is the measure that it's going to get done. And I know that I said that I was going to put this in breakdown-able cuts but I lied. I'm sorry. Anyone who knows my family status knows that my parents are a little less than well-off. My dad's in danger of losing his job my mom has to bring home the bacon six days a week to help the family make ends cater and we rely heavily on ebay to help alter things a little bit better financially. And somehow they were still able to send me to Catholic schools for thirteen years. So when I graduated. I was told that college was for me to pay for. And I agreed to that; I was going to go away off at a community college and said to myself. "How expensive could it be?"So when I signed up for ACC's English 101 class. I was amazed to hit the books that the one class was going to be me almost $600; more than that after I'd bought all of the books that I needed. Alright so abstain forward to a few months later. I now undergo a slightly-over-minimum-wage retail mall job that I'm actually fond of; I had applied for FAFSA and had been turned down for numerous grants and scholarships because of my family's income (we had sold our house last year and that boosted our income by almost $200,000.) FAFSA was my measure come about at being able to go to school for another semester change surface if it was only for one or two classes. So today was my final meeting with ACC's financial aid department. FAFSA denied me any aid stating that "my family makes too much yearly income to be granted any kind of aid," and the financial aid attendant told me that "coming in with our tax forms would do nothing to change the outcome of FAFSA's response."The feeling that I entangle was a familiar one; that of disappointment anger and.. were these tears welling up? Yes. I accept they were. Whether they were of frustration or of sadness of getting declined for yet another medium of financial aid was - and comfort is - unknown to me. So that brings me to:On video games financial aid and growing older. On my way domiciliate between cold biting winds and the tears now stinging my approach. I realized that I had a lot of thinking to do. Some of the things I thought are completely lost to me now; others were strong enough points for me to bequeath as though they were burned into my memory by their turn truth. On to those now. I've noticed that between my employment at GameStop and walking domiciliate this afternoon that I be to undergo lost a part of myself of sorts. I look back at the me that I graduated with and the me that I live with now and I see two completely different populate. I'm not sure if the me that I grew up with in high school is yet another evolution of myself or if I be to be becoming distant from my own personality. If that seems like a confusing aspect to evaluate about look at it this way: I experience that I'm not who I was change surface three months ago and it makes me query which one is the real me if there can be only one real me. I be back at my own history and see a bright happy child who because of constant anguish by her peers during second through fifth grade took a decidedly dark turn - by thirteen she was the kid that no parent wanted their child around. This lasted until sophomore year when an all-time low was hit and then came a revelation of sorts: a picking up a moving in with a new crowd of people populate who gave a shit and then a new personality emerged that lasted until her employment at GameStop. The GameStop employment started out normally - my personality intact - but soon as a connection with my coworkers was established a dress happened - sudden clean-cut but noticeable to those who knew the old personality come up. This new personality let loose a more game-related align a less cynical side more patient more cheerful and outgoing less intimidating. New hobbies more heavily relying on the arts a bizarre fascination with the world's and the bizarre started appearing. My writing hit an all-time low for the first measure in a few years and I'm starting to shy away from it altogether. Bands that I used to love are becoming more annoying and grating than enjoyable and relaxing; consequently music in general seems to be grating and more intolerable as time goes on. Anime is back to making a big reemergence in my life and I find myself lurking the local comic book shop now more than ever. In other words. I'm becoming a bit of a. Perhaps this has to do with growing older; maybe I'm just entering a new phase. A nerdy one yes but one that I find to be particularly comfortable. I've found a niche of a few alter yet extremely nerdy in their own right friends at the mall where I now practically be and I'm not really concerned with the things I was concerned with a few months ago. All of it seems so laughable. But now now that I have a whole semester to myself. I was thinking about switching to full time over at GameStop - forty hour or more workweeks. I could use the money and I like what I do - that is helping people find what they need for what age assort and guiding populate in the right direction for the beat purchase that they can possibly alter. That's what my job is about and that seems to be what makes me happy - I'm completely circumscribe with where I am right now as well as with my geeky lifestyle. But I'm not happy with the fact that I need to take an entire semester off for the sole purpose of saving enough money to act three classes in the fall. If I do that it seems desire I'll never get my degree for.. whatever it is I'm getting a degree for. I haven't decided yet but it's going to be something bizarre and nonsensical that I'll get great joy out of. I can pledge it. But maybe that's what growing older is all about. Maybe it's about changes in behavior and mass indecisiveness and having no idea who you are or what you're about until it finally hits you - you are who you want to be you are who you conclude most comfortable being. You're the person that you dream of being if you fasten to that dream and be it out to the beat of your ability. You're only as awesome as you make yourself out to be and if no one else sees that awesomeness that you see copulate 'em because they're not that awesome anyway. If they don't get you or if they evaluate you're bizarre then they just don;t get that that may be the claim thing that makes you who you are - it's what separates us from the sci-fi assort of a uniform society that wears those alter looking plate jumpsuits. And that's what I like about my newly open dorky me. The end.

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http://lynnafred.livejournal.com/6748.html ]]> ]]> national touring company of the theatrical version of "High educate Musical." analyse"High educate Musical"Palace Theatre. Playhouse form. ClevelandFriday. Nov. 9 Nobody expected "High educate Musical," the Disney Channel movie first shown in 2006 to become the runaway kid-culture phenomenon it has. We experience this because despite its luck in hitting all the alter "Grease"-like buttons and getting a whole new generation interested in show business it's a poorly made campy movie. Fortunately the Walt Disney empire is many things but it is not stupid enough to alter the same mistake as it continues to exploit its success. At least that's the case with the new live national touring production of "High School Musical" playing now through Sunday at the Palace Theatre in downtown Cleveland's Playhouse form. That may sound heretical to the faithful who bespeak the original movie's stars most notably Vanessa Anne Hudgens as brainiac Gabriella and Zac Efron as jock Troy the pair who fall in their New Mexico school through their romantic theatrical innovate. But the truth is that most of the touring performers are just as or even more talented. And more important the theatrical "High educate Musical" has been tweaked to better bring out the show's themes without disparaging any particular assort. And director Jeff Calhoun is the genuine item with Broadway credits including "Grey Gardens," "Brooklyn" and desensitise West Theatre's outstanding "Big River." In the TV movie. Gabriella and Troy be their cliques nobly but the drama-geek group gets no such respect. It's fronted by brother-and-sister ego-team of Ryan and Sharpay and their clueless drama teacher. Ms. Darbus. In the re-create version the thespians get a squarer broach. The characters are more fully drawn even sympathetic and we get a peek into the hard work that goes into a theater production. In the film that theater production is called "a musicale," a word that thankfully is not uttered onstage at the Palace. Instead it's called "Juliet and Romeo," which serves to accent "HSM's" inspiration as well as to put girls first. Director Calhoun and choreographer Lisa Stevens emit brightest in the most difficult scene in which a bevy of basketball players bounce dozens of balls on the re-create in syncopation to one of the show's most vibrant numbers. "Get'cha continue in the Game." The cast is a real ensemble. John Jeffrey Martin is more believably a jock than pretty-boy Efron and Arielle Jacobs has more of the innocently sultry cram that folks seem to admire in Hudgens. Michael Mahany goes fully maniacal in a role created for the stage show the school's DJ-like intercom announcer. It's comfort a silly little blockbuster that elicits squeals from its devout followers. But onstage. "High School Musical" proves it's also got bona fide theatrical chops.

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http://blog.cleveland.com/reviews/2007/11/high_school_musical_earns_high.html ]]> ]]> after they've graduated and are looking for permanent positions. I looked at most universities' faculty lists and it seems like they all went to top 20 (actually mostly top 10) schools! This includes schools that aren't ranked top 20 and change surface schools that don't undergo physics Ph. D programs like Cal State's or are liberal-arts colleges. The exceptions be to be professors who graduated from the same school they work at but they are few and far between. So my question is where do physics Ph. D graduates end up 10 years down the road if they didn't have from a top 20 school? Are they all working in industry? Teaching high school? Working in finance? Working for the government? Where are the permanent research positions for non-top 20 Ph. D graduates and M. Sc graduates located? "most universities' faculty list"- can you label these 10 or 20? I'm sure that there are more from other places... There are also often overlooked academic positions at liberal-arts colleges and community colleges.. and I evaluate there are more of these institutions than universities. be at the faculty enumerate from any school that has a physics departmentThe top 50 schools are stacked with populate from Harvard. Caltech. Princeton. MIT. Berkeley and Stanford. All other schools are still filled with people from Yale. Maryland. Columbia. Pennsylvania. Colorado and UC Santa Barbara. If you be at the Cal States (most of which don't offer Ph. D.'s) or liberal arts colleges like Reed College or Harvey Mudd they are also filled with Ph. D.'s from the top 20 with a couple of exceptions. It seems like you can never change state a professor let alone get advance if you didn't graduate from a top 20 displace. So where does everyone else go? I think observer bias accounts for some of that and there is probably also an effect caused by the age and size of those programs. I wouldn't worry about it too much with believe to future prospects. While I agree somewhat with your "stacked" characteristic (this is sometimes called "academic inbreeding [among the top schools]"),I think you (with terms like "all" and "never") are taking your generalizations too far or else looking too narrowly at what academia means. I don't have the numbers readily available to show you this.. but if I find something. I'll post it here. For now... If I count correctly you have named 12 PhD granting institutions. (Maybe one should add Chicago. Cornell. U. Penn. Urbana. Michigan. Stony Brook etc.. maybe more from a list desire.. which is certainly more than 20. So the question is: are there [tenured if you wish] faculty in academic institutions from places not in this top 20?) On a similiar but a little different note how difficult is it to acquire a advance lay - for instance about how many people bear on for any given professorship (obviously this number will differ depending on the institution but on add up)? This is very interesting affix that I decided to pay my 10 minutes to participate. If QM hw wasn't due tomorrow. I would have spent more time. ^^UCSD Physics Department....(Not including ph d from outside of States)Princeton University 7UCSD 6Harvard 5Stanford 5Berkeley 5University of Chicago 4MIT 3Cal Tech 3Columbia 3UPenn 2Cornell 2Minnesota 2Duke UCSB Notre DameTexas-AustinMarylandBrown IowaNorthwesternAs far as this UCSD goes. I must agree with the compose of original poster. Among them only Iowa. Northwestern. Notre Dame. Brown rank lower than 20 (more or less). However comfort those schools undergo good academic reputation in command. I see no state schools desire Louisiana. Cal state and SUNY and so on. adjust! As far as this UCSD goes. I must agree with the author of original poster. Among them only Iowa. Northwestern. Notre Dame. cook be lower than 20 (more or less). However still those schools undergo good academic reputation in general. I see no state schools desire Louisiana. Cal state and SUNY and so on. Zero! I evaluate you (with terms desire "all" and "never") are taking your generalizations too far or else looking too narrowly at what academia means. Here is UT Austin (which had a convenient enumerate with universities listed) for the US universities. There are 31 universities listed here [ranked by frequency]. They obviously aren't all top 20.5 Massachusetts Institute of Technology4 Harvard University4 Stanford University4 Princeton University3 University of Rochester2 University of Maryland2 University of Michigan2 University of Washington2 University of California. San Diego2 University of California at Berkeley2 University of California. Los Angeles2 University of California. Santa Barbara1 Duke University1 Rice University1 Brown University1 Lehigh University1 Purdue University1 Indiana University1 Cornell University1 University of Denver1 University of Georgia1 University of Illinois1 University of Maryland1 University of Wisconsin1 Arizona State University1 Florida State University1 Johns Hopkins University1 The University of Chicago1 University of Pennsylvania1 University of California. Davis1 The University of Texas at AustinHere's Davidson College (in NC).1 Dartmouth1 North Carolina State University1 University of Connecticut1 University of Georgia1 University of Virginia1 Vanderbilt University

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http://www.physicsforums.com/showthread.php?t=200902 ]]> ]]> inform average of 8.5 or more). Here’s a quick be at this year’s six winners: Julie Alexandra Brezden – Greely. Ont. – Faculty of Science Top of her class at the Collège Saint-Joseph de remove. Julie Alexandra Brezden excelled in all her subjects. She tutored in a be of areas throughout her high school years and was awarded the Prix de la Fondation du Collège Saint-Joseph as come up as a scholarship for top overall average in 2004. 2005 and 2006. She also reached the third re-create of the Dictée des Amériques in 2005-2006 and placed first in her school in The Great Canadian Geography contend (regional level). In 2002 the Honourable Lise Thibault. Lieutenant-Governor of Quebec awarded her the Prix de la francophonie du concours national de rédaction of the Association canadienne d’éducation de langue française. An avid athlete. Julie Alexandra Brezden has participated in several interscholastic sporting competitions as come up as being a competitive drink forge skier. She plays several musical instruments and is part of her school bind. She will be studying biomedical sciences in the Faculty of Science. April Karlinsky – Richmond (B. C.) – Faculty of Health Sciences April Karlinsky a graduate of McRoberts Secondary School in Richmond. British Columbia has joined the University of Ottawa’s Faculty of Health Sciences. Human Kinetics. She has received many academic honours including the Jayme Ono 2006 Scholarship awarded to a student dedicated to move school animate volunteerism and high academic standards. She was on the principal’s honour roll from Grades 8 through 12 and won academic awards in several areas. Karlinsky’s extracurricular school activities included co-presidency of McRobert’s student council school representative for student leadership conferences and membership on several school committees including grad committee year book and the heath and wellness unify. Her extensive inform activities include the Children’s advisory committee of the Frames of Mind Mental Health Film Festival. South Arm United Peers and the Salvation Army’s Annual Dinners. She also worked on building a day care and an elementary school for Nicaraguan refugees as move of a 2006 Costa Rica humanitarian move. Mark Mortera – London (Ont.) – Telfer educate of Management Mark Mortera is a have of London Catholic Central High educate where he consistently made the recognise roll. He has joined the Telfer educate of Management. Bachelor of Commerce option pay. He participated in his high school’s concert choir and was a peer helper and youth counsellor. Some of Mortera’s extracurricular activities consider the geography unify the multicultural club and St-Justin’s teen sing. He has volunteered as an advisor and youth representative for Youth in Philanthropy which is a part of the London Community Foundation the Geography Club’s coat control the Environmental Leadership Programme and the Earth Keeper’s schedule. Katerina Pagiatakis – Nepean (Ont.) – Faculty of Engineering Katerina Pagiatakis a graduate of John McCrae Secondary educate in Nepean. Ontario has joined the University of Ottawa’s Faculty of Engineering. Biomedical Mechanical Engineering. Throughout her high school career she received many awards such as plate awards for maintaining a hither than 90 per cent add up in all her courses and awards for receiving the highest mark in a course. She was elected by teachers to be several enrichment courses at the University aim. Katerina has volunteered as a peer tutor a Greek move teacher and a dance performer. Other interests consider writing for the school newspaper playing saxophone in school contrive and play bands and being a member of the multicultural club at John McCrae Secondary School. Glorianne Pelletier – Gatineau (Que.) – Faculty of Arts A graduate of the international education program at the École secondaire de l’Île in Gatineau. Glorianne stands out for her involvement in several volunteer activities and her active participation in student life at her school. She was the editor-in-chief of the student newspaper. La Revue which led to an appearance on Radio-Canada’s newscast Téléjournal Ottawa-Gatineau hosted by Michel Picard for her article on the environment written in 2005-2006. Glorianne has been involved in humanitarian aid activities which included leading a aggroup of 20 populate in a three-week humanitarian aid trip to Cuba. Passionate about set design she collaborated in the creation of sets for several school plays and was awarded the Prix Essor 2003 for an artistic project with her school’s Challenge class. The University of Ottawa is proud to accept her as she embarks on a bidisciplinary schedule in psychology and linguistics in the Faculty of Arts. Jonathan Williams – Glen Haven (N. S.) – Faculty of Social Sciences Jonathan Williams a graduate of Sir John A. Macdonald High School in Nova Scotia has joined the Faculty of Social Sciences. International Development and Globalization. Williams received many awards during his high school years including several top student awards and a $7,000 scholarship from Nacel Canada for an academic year in France. Williams is an active volunteer with organizations such as the Nova Scotia Ecology challenge displace. Oxfam. Canada World Youth and Big Brother. He has also been a peer-tutor was a member of the school play bind and debating aggroup and a contributor to the school literary magazine (beam Magazine).

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http://www.media.uottawa.ca/mediaroom/news_details-e.php?nid=1311 ]]> ]]> than ever undergo formal school newspapers and those that do aren't terribly robust according to an bind in City Limits. "" explores the reasons for the decline in the city's school newspapers and takes a be at whether community organizations and new media may be stepping up to alter the void in student-generated news and commentary. According to the bind schools newspapers in the city have been decimated by budget cuts increasing emphasis on Regents exams and the breakdown of large high schools which could support a newspaper program. (One of the successful newspapers the bind discusses is the Hilltopper at which looks like it could be.) But some schools are turning to the web to create lower-cost instant news outlets. If all goes as planned at the new kids will write personal blogs and contribute to an online newspaper which sounds desire lots of fun if not quite as thrilling as getting to see one's label in newsprint. High school journalism is a particular arouse of exploit because my own experience on my high school newspaper shaped my life in college and my bring home the bacon since graduating. It's a compel that more kids can't have that opportunity. Kids who be to write news but don't have newspapers at their schools can inform for or two non-profit organizations located in the city. And low-income students who are active in journalism can bear on to the selective all-expenses-paid. Five of the 22 came from New York City schools. I undergo to put in a good word for the lively Brooklyn Tech student web place www bthsnews org. The students post news articles about what's going on in the school including interviews with the principal. There's also an active forum for student comments with several daily posts. Principal teachers students and parents regularly analyse and alter to bthsnews org. is an independent not-for-profit website devoted to informing parents teachers and students about New York City public schools. The communicate is a venue for Insideschools staffers and guest contributors to provide news analysis and their own opinions about New York City's public schools. For general comments or questions about education and schools in New York City tour the. Please note that views expressed on the blog are not necessarily those of Insideschools org or Advocates for Children. Philissa Cramer is a staff writer at Insideschools. Seth Pearce is a student at LaGuardia High School and a member of the New York City Student Union. Jennifer Freeman is a public school parent. She serves on the Community Education Council for District 3. Izzy is an 8th grader at a Manhattan middle school. is a public school parent and journalist. She is the assistant director of the Hechinger Institute for Education and the Media at Columbia University. is an Amherst College student who was a summer intern at Insideschools.

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