ellauri002.html on line 1910: Kesällä 1978 dona Carita tuli Bostoniin ystävämme Ympyräsuun häihin. Ympyräsuu oli Amerikan hienostoa, Mayflowerilla maahan saapuneita, MIT:n grad student, joka oli tullut Suomeen tutkimaan, onko suomen kielessä sivulauseita. Ympyräsuu oli (on) huippufiksu, isohko, kömpelö ja piippasi (piippaa?) kun on hämillään. Mikä ei ole usein, koska se yleensä tietää paremmin. Mielisana oli (on) "actually". Don Jaimeen petyttyään piippaaja löysi fiksumman puolison, ja häät pidetiin tuona keväänä. "Nyt sieltä tuodaan isoäitiä", sanoi don Jaime erehdyksessä, morsianhan sieltä tuli isänsä käsipuolessa. Oops.
ellauri015.html on line 906: En av studenterna hörde på via Skype, hon var synlig, men
ellauri015.html on line 913: hans ungdomsflamma från studenttiderna vid Heidelberg, och
ellauri017.html on line 458: Leonid, född 1872-04-26 i Moskva. Student därst. Examina för inträde vid universitetets i Moskva medicinska fakultet 1894 och 1895. Legitimerad läkare 1898-11-12 med diplom av 1899-01-28. Tjänsteman över stat vid medicinska departementet av ryska inrikesministeriet 1902-03-12. Titulärråds grad 1906-03-23 med tur från 1902-01-14. Kollegieassessor 1906-12-29 med tur från 1905-01-14. Avsked 1907-01-31. Läkare över stat vid Föreningen S:t Troitska barmhärtighetssystrars ambulatoriska sjukhus i S:t Petersburg. RRS:tStO3kl 1914-05-28. Direktör för elektro-vattenkuranstalten i nämnda stad. Gift 1905-09-03 i Luga med Elisabet Feodosjev, född 1885-01-17 i S:t Petersburg, dotter av bergsingenjören, generalmajoren Grigori Petrovitj Feodosjev och Catharina Nikolajevna Sibin. Boken vaikenee Leonidin myöhemmistä huuhaatoimista Gurdijeffin tilalla.
ellauri021.html on line 607: tudents and clergy">Carmina burana 185
ellauri021.html on line 943: Schlafly is a surname of German-Swiss origin. Not to be confused with Schläfli. Mild-mannered Daniel L. Schlafly Sr., vice president of a family business (bottled water), AKA Dan Schlafly, 47 in 1960, is a Roman Catholic who never attended a public school* and never sent his three children to one. Daniel L. Schafly Jr. spent eight years in Jesuit schools, then went on to graduate work in the US and abroad. He chose history as major. As a twenty-one- year-old student, he was amazed by the result of the Soviet victory in World War II when he crossed the Berlin Wall (still under construction) from free West Berlin with its independent citizens into militarized Communist East Berlin, where everyone was dispirited, everything was shabby. Daniel L. Jr., who supported St. Kolbe´s sainthood, became a staunch anticommunist.
ellauri029.html on line 87: In the beginning of their studies our students establish a real company.
ellauri029.html on line 88: Our graduated students are professional team entrepreneurs, who have the best skills and knowledge to face the challenges of the future.
ellauri029.html on line 93: The vast network of business partners, fellow students and our alumni will provide you with a wide range of possibilities for the future!
ellauri037.html on line 619: Gelegenheit und wurde Student. Als Witwe zog Johanna nach Wei
ellauri038.html on line 148: I go everywhere in my student coat, now and then slap someone on the back and say … Is everything okay? I am God, and this farce is my creation.
ellauri038.html on line 202: During the first few years of their marriage, Max taught in Berlin, then, in 1894, at the University of Heidelberg. During this time, Marianne pursued her own studies. After moving to Freiburg in 1894, she studied with a leading neo-Kantian philosopher, Heinrich Rickert. She also began to engage herself in the women´s movement after hearing prominent feminist speakers at a political congress in 1895. In 1896, in Heidelberg, she co-founded a society for the circulation of feminist thought. She also worked with Max to raise the level of women students attending the university. Max found them deplorably charmless.
ellauri039.html on line 343: Rie Hatsipompponen came to the United States as a high school exchange student in rural Kansas from Sapporo, Japan. Her initial inability to effectively communicate in English led her to engage in artistic forms of expression.
ellauri039.html on line 398: This unit deals with the statement "I am from Germany" as an inclusive identity for people who live in Germany today. The material is aimed at second-year German students. The goal of the unit is to show the diversity of people who live in Germany, to inform the students about how Germans and non-Germans are differentiated, to allow students to experience some attitudes held by and against certain groups of people living in Germany, and to expect students to have an awareness of what it can mean when someone says "I am from Germany." The REFLECTION section can be found in each of the various subsections of the unit.
ellauri039.html on line 406: The music is a folksong that spans four centuries; and the students become aware of the continuity of German culture through folksongs.The background material is disseminated in the form of pictures, statistics, and a historical time-line. Motivation and interest is generated through the songs which focus the learner on the fact that the lesson involves products of German culture. While reading, the learners are confronted not just with the separation of Germany, but also with the division of the Germans in Germany. On the cognitive level, learners gather information about Germany's recent past from World War II to the present. Given these facts the learners connect the past with the German's recent fixation on "Vergangenheits- und Gegenwartsbewältigung." Learners take this theoretical information and explore sites found on the Internet where they find information in German on the issue of identity. This activity forms the basis for reaching a consensus on such questions as:
ellauri039.html on line 424: 1.1 Students use language, to answer questions about the folksong.
ellauri039.html on line 425: 1.3 Students work in groups and present ideas & pictures they've drawn to class.
ellauri039.html on line 426: 2.1 Students learn about customs in Germany - folksongs.
ellauri039.html on line 427: 2.2 Students read and interpret "Plattdeutsch."
ellauri039.html on line 428: 3.1 Students will become familiar with map of Europe and determine location of "Tharau" in 1600s and today. (Geography/History)
ellauri039.html on line 429: 4.2 Students discuss male/female relationship in German society as presented in the song and compare it to American society then and now.
ellauri039.html on line 430: 5.2 Students enjoy learning a folk song thereby using the language for enrichment.
ellauri042.html on line 145: students huddle in oppilaat painautuvat toisiaan
ellauri042.html on line 260: Ruozalaiset ei pidä taukoa vapunvietossa, allihopa nu studenter,
ellauri042.html on line 804: Euclid’s fifth proposition in the first book of his Elements (that the base angles in an isosceles triangle are equal) may have been named the Bridge of Asses (Latin: Pons Asinorum) for medieval students who, clearly not destined to cross over into more abstract mathematics, had difficulty understanding the proof—or even the need for the proof. An alternative name for this famous theorem was Elefuga, which Roger Bacon, writing circa ad 1250, derived from Greek words indicating “escape from misery.” Medieval schoolboys did not usually go beyond the Bridge of Asses, which thus marked their last obstruction before liberation from the Elements.
ellauri052.html on line 87: And what is more regrettable still is how these same types reappear in Humboldt’s Gift. Citrine encounters three kinds of women in his travels: his lover Renata, a deceitful sexual priestess, Denise, his cold, hate-filled ex-wife, and a variety of leggy, doe-eyed students and secretaries.
ellauri052.html on line 118: Reports of his teaching ranged from “he was a dud, all he did was read from Erich Auerbach’s Mimesis” to “his seminar was amazing, as you’d imagine.” He was most effective with students who could follow and respond to his intellectual fireworks.
ellauri052.html on line 868: Reports of his teaching ranged from “he was a dud, all he did was read from Erich Auerbach’s Mimesis” to “his seminar was amazing, as you’d imagine.” He was most effective with students who could follow and respond to his intellectual fireworks. Eskimeininkiä.
ellauri053.html on line 928: How-ever simple, the strain on Father’s resources to maintain the school must have been great. The institution had no income of its own besides the annual Rs. 1,800 drawn from the Santiniketan Trust. For several years students were not charged fees of any kind. They were given not only free education, but food and very often clothing as well. The whole burden had to be borne by Father, when his own private income was barely Rs. 200 a month. My mother had to sell nearly all her jewellery for the support of the school, before she died in 1902.
ellauri054.html on line 185: Riikonen has noticed that students' knowledge of classic literature is decreasing. Sitä varmaan nolottaa kun alma mater mainizee sen magnus (sic) opuxen, joka on sen kirjeenvaihto Eeron kaa.
ellauri062.html on line 294: The American Library Association (ALA) lists The Handmaid´s Tale as number 37 on the "100 Most Frequently Challenged Books of 1990–2000". The book was called anti-Christian and pornographic by parents after being placed on a reading list for secondary students in Texas in the 1990s, because the book is "sexually explicit, violently graphic and morally corrupt". Some parents thought the book is “detrimental to Christian values". Poor quality literature that stresses suicide, illicit sex, violence, and hopelessness". Profanity, lurid passages about sex, and statements defamatory to minorities, God, women, and the disabled.
ellauri064.html on line 329: Hirvisaari is a former train driver, educated at the Helsinki Pasila engine drivers' school in 1980–1982. He was admitted to University of Helsinki in 1999 to study theology, and is still registered as an undergraduate student. Hirvisaari undertook his military national service in the Kymi Anti-Aircraft Battalion in 1979–1980 in the city of Kouvola.
ellauri064.html on line 358: The Network for Dialogical Practices is an open platform for researchers, students and practitioners who want to help people in distress by full presence, responsiveness and human connection. The European Network for open dialogical practices started in 2008 to care for the legacy of Tom Andersen, Gianfranco Cecchin and Michael White who all passed away shortly one after another and to preserve their voices for the future generations.
ellauri065.html on line 511: Puuki: a gaming web personality who was the most successful Pokemon Go / mobile gamer of Germany between 2015 and 2017. Before Fame. He was a typical student before he started doing social media. Trivia. In addition to mobile gaming content, he posts vlogs and lifestyle content for more than 1 million subscribers. Family Life.
ellauri066.html on line 729: Sporting one of the Tegnell T-shirts, student Isabell Håkansson, 26, says: “I’m happy everything is open and we’re not locked down.”
ellauri067.html on line 152: Von Braun had a charismatic personality and was known as a ladies´ man. As a student in Berlin, he would often be seen in the evenings in the company of two girlfriends at once. Mom did not approve of roturiers. She had better things in mind.
ellauri067.html on line 379: Höh, aika tylsä makarooni. Eikö löytynyt mitään hauskempaa? Juonikin vaikuttaa ikävystyttävältä: The poem tells of a prank played on an apothecary by a band of university students called macaronea secta. It is written in a mix of Latin and Italian, in hexameter verse (as would befit a classical Latin poem). It reads as a satire of the bogus humanism and pedantism of doctors, scholars and bureaucrats of the time. Merkuriuxelle pyhitetty valo on keskiviikko. Zobia on toskanalainen murresana torstaille (Giovedi).
ellauri067.html on line 545: "This same secret knowledge is what I craved as a young student, believing that there was a meaning to the world beyond all our everyday transactions."
ellauri069.html on line 76: A couple of years after Barthelme took the apartment, the writer Kirkpatrick Sale and his wife, Faith, an editor, moved in downstairs and became close friends. They had been students at Cornell with Pynchon, and Pynchon would write part of “Gravity’s Rainbow” (1973) in their apartment.
ellauri069.html on line 222: Richard Fariña, to whom Gravity's Rainbow is dedicated, was a good friend of Pynchon's when they were students at Cornell University in the 50s. In 1963, Farina married Mimi Baez, a folksinger and sister of Joan Baez. Although first married under the Napoleonic Code in a secret ceremony in Paris in the spring of 1963, they had an official marriage in Carmel, California, for the benefit of the Baez family. Pynchon was the best man for the Carmel ceremony, coming up from Mexico City where he was living and working on Gravity's Rainbow. In A Long Time Coming and a Long Time Gone, Farina's posthumously published collection of stories (Random House, 1969), Farina describes his and Pynchon's visit to the Monterey Fair. Richard and Mimi Farina formed a folk-music duo (Farina on guitar and Mimi on dulcimer, both singing) and released several albums in the 60s. Richard Farina was killed in a motorcycle crash following a book signing in Carmel for his newly published first (and only) novel, Been Down So Long It Looks Like Up To Me (Random House, 1966). You might want to visit this sweet website dedicated to the memory of Richard and Mimi (who died of cancer in 2001).
ellauri072.html on line 477: What will happen when the age-old economy of scarcity gives way to the Age of Leisure? Professor Gabor, who won the 1971 Nobel Prize for physics offers a futuristic projection based on a static population and GNP, "classless, democratic, and uniformly rich." Fearful that total secruity "will create unbearable boredom and bring out the worst in Irrational Man," Gabor is anxious to retain "effort," "hardship," and the Protestant Ethic -- lest society dissolve in an orgy of anti-social, hedonistic nihilism (viz. the current drug explosion and the spoiled-brat students). To avoid such evils Gabor proposes that work and its attendant moral uplift be divorced from production and the service sector of the economy be vastly enlarged. But this is only the beginning -- enthusiastic about Social Engineering Gabor suggests using it to weed out potential misfits, trouble-makers and "power addicts"; supplementing I.Q. tests with E.Q. (Ethical Quotient) measurements; and modeling elementary and secondary education on the 19th century British public school which knew so well how to inculcate good citizenship, intellectual excellence and pride in achievement. The Third World, still wrestling with pre-industrial material want, is ignored -- since we can't afford any more industrial pollution presumably they will just have to adjust to their misery. Gabor's assessment of "the Nature of Man" shows a woefully naive Anglo-American ethnocentricity and complete ignorance of anthropology and his vision of post-industrial utopia operating on the moral axioms of the 19th century is as elitist as it is improbable.
ellauri073.html on line 508: She was born May 14, 1938, in Fort Fairfield, Maine. The daughter of a potato farmer, she worked a quarter of the year during the harvest, but found her true passion for learning in the town’s one-room schoolhouse. She eventually graduated from Northfield boarding school in Gill, Mass., and later became the first in her family to graduate college, with a bachelor’s degree in English from Mount Holyoke in 1960, where she was student body president and wrote Junior Show.
ellauri073.html on line 510: After receiving her master’s degree from the University of Illinois, Mrs. Wallace was an English professor at Parkland College for 35 years. Her passion for learning was paired with a passion to help others learn — she was an enthusiastic, rigorous and above all compassionate instructor who made sure every student she had knew how much their voice mattered. Even after retiring, she taught in correctional facilities around Illinois and volunteered as a companion for Illinois CASA. In 2012, she and her husband, Jim, decided to move from their beloved city of Urbana to Florence, Ariz., to be closer to their family. There, they volunteered with Arizona CASA, hosted family dinners every Sunday, and adopted a much-loved terrier mix named Angus.
ellauri073.html on line 516: Sally is remembered as a wickedly funny, funnily wicked, generous and compassionate woman who made friends everywhere she went. She had an unmatched love for the English language and inspired countless others — including her students, children and grandchildren — to pursue their passion of writing. She was fearless in every sense of the world, and in the final years of her life, tried many new things, such as zip-lining, main-lining, and attending monthly poetry slams.
ellauri073.html on line 542: Wallu rakentaa oman elämänsä hukatuista valttikorteista kokonaisen korttitalon, korttikaupungin, korttivaltion ja korttimaailman. Sen mielikuvitusisä ja isoisäkin on hyönteiskauhuisia junioritennispelaajia ja phd-studentteja. Sen isä on sen yhden Dennis the Penis hologramminobelistin doppelgängeri. Sen mielikuvitusäiti on kanadanranskalainen upea ilmestys ja iskää vuosikymmeniä nuorempi. Oikeasti niiden syntymäpäivät oli 3v ja kuolinpäivät 1v päässä toisistaan. Sen äiti oli oikeasti perunanviljelijän tytär josta tuli sukunsa eka akateeminen. Luokkaretkeläinen niinkuin eräs tuttu meikkitaiteilija.
ellauri074.html on line 662: Wallace was deeply suspicious of the media infrastructure that was, when he died, still largely known as “the Net”—“I allow myself to Webulize only once a week now,” he once told a grad student—and he remarked to his wife, as they were moving computer equipment into their house, “thank God I wasn't raised in this era.” Having written his first big stories on a Smith Corona typewriter, Wallace disliked digital drafts and e-publishing in general. He took particular pleasure in the fact that his house in Indiana, the one recreated in The End of the Tour, had the elegantly atavistic address of “Rural Route 2.” He preferred to file his students’ work not on computers, but in a pink Care Bears folder.
ellauri078.html on line 141: By Emily Dickinson’s own account, she delighted in all aspects of the school—the curriculum, the teachers, the students. The school prided itself on its connection with Amherst College, offering students regular attendance at college lectures in all the principal subjects— astronomy, botany, chemistry, geology, mathematics, natural history, natural philosophy, and zoology. As this list suggests, the curriculum reflected the 19th-century emphasis on science. That emphasis reappeared in Dickinson’s poems and letters through her fascination with naming, her skilled observation and cultivation of flowers, her carefully wrought descriptions of plants, and her interest in “chemic force.” Those interests, however, rarely celebrated science in the same spirit as the teachers advocated.
ellauri078.html on line 145: Behind her school botanical studies lay a popular text in common use at female seminaries. Written by Almira H. Lincoln, Familiar Lectures on Botany (1829) featured a particular kind of natural history, emphasizing the religious nature of scientific study. Lincoln was one of many early 19th-century writers who forwarded the “argument from design.” She assured her students that study of the natural world invariably revealed God. Its impeccably ordered systems showed the Creator’s hand at work.
ellauri078.html on line 151: Dickinson left the academy at the age of 15 in order to pursue a higher, and for women, final, level of education. In the fall of 1847 Dickinson entered Mount Holyoke Female Seminary. Under the guidance of Mary Lyon, the school was known for its religious predilection. Part and parcel of the curriculum were weekly sessions with Lyon in which religious questions were examined and the state of the students’ faith assessed. The young women were divided into three categories: those who were “established Christians,” those who “expressed hope,” and those who were “without hope.” Much has been made of Emily’s place in this latter category and of the widely circulated story that she was the only member of that group. Years later fellow student Clara Newman Turner remembered the moment when Mary Lyon “asked all those who wanted to be Christians to rise.” Emily remained seated. No one else did. Turner reports Emily’s comment to her: “‘They thought it queer I didn’t rise’—adding with a twinkle in her eye, ‘I thought a lie would be queerer.’“
ellauri082.html on line 137: By the time of the match, his symptoms are so bad he’s taken by ambulance to the hospital (16: “the only other emergency room I have ever been in [was] almost exactly one year back”), safely escaping the A.F.R.’s assault. Like fellow student Otis P. Lord, he gets the bed next to Gately. Joelle (who is at the hospital for a meeting) visits Gately on her way out and recognizes Hal. She tells them both about the hunt for the lethal Entertainment and the resulting Continental Emergency and they all go to dig up JOI’s grave. They persuade John Wayne, a spy for the A.F.R., to become a double agent and help sneak them into JOI’s Quebec burial site. Wayne presumably tells the A.F.R. he is actually a triple agent — that he will steal the tape as soon as Hal digs it up. But, as with Marathe, his loyalties are ultimately even-numbered (n40). The A.F.R. finds out and brutally murders him, which is why he can’t win the WhataBurger (16f).
ellauri082.html on line 343: 50; ETA student and Big Buddy; rooms w/Pemulis & Schacht; "promoting" Pemulis's Tenuate, 60, fn.5a.983; "constant 'drines" 267; wants a tennis-broadcasting career, 308; "left-eye-nystamic" 329; paranoid about powdered milk, 630; "and sex: no way" 634; 673; "heavy-browed red-nostriled kid" 677; sleeping in Axhandle's room, 869.
ellauri089.html on line 71: The society of the Academy also allows Heinlein to develop characters who do not succeed as well as Bob does. Bill Hädensa, a bright student who has been in the Academy an unusually long time when Matt arrives, eventually drops out because he “has no wish to become a superman.”
ellauri092.html on line 102: In November 1882 when he spoke at Cambridge University he was filled with great anxiety as this educational centre for Britain’s aristocratic and wealthy youth had a reputation of unparalleled riotous behaviour. That first night at a Zoom meeting Moody spoke on ‘the Spirit’s power service.’ The university vicar Handley Moule was somewhat nervous. The young C.T. Studd (the same guy who impressed J.R.Mott with his biceps) greatly doubted ‘if this Yankee was up to the task.’ The first mission night on the Monday had 1,700 students in attendance. As Sankey sang his sacred Hymns they jeered, laughed and shouted. When Sankey finished he was near to tears. As Moody preached on Daniel in the lions den (how appropriate) again they laughed, shouted and did all in their power to disturb him. He maintained his calm. By the end of the week at least 200 students had accepted a check from the speaker. Amongst them was a main ‘ringette player’ who later assumed missionary position in China and was the first lady Bishop of King Kong. Out of this mission came The Cambridge Seven, missionaries who made a lot of dough. This campaign had huge proceeds that also leeched the youth of the whole nation.
ellauri093.html on line 128: For the next month, the seven toured the University campuses of England and Scotland, holding meetings for the students. Queen Victoria was pleased to receive their booklet containing The Cambridge Seven's testimonies. The record of their departure is recorded in "The Evangelisation of the World: A Missionary Band". It became a national bestseller. Their influence extended to America where it led to the formation of Robert Wilder's Student Volunteer Movement.
ellauri095.html on line 113: John Addington Symonds, who was one of the first to take up the term Uranian in the English language, was a student of Benjamin Jowett and was very familiar with the Symposium. Platonisten homopentujen käsikirja.
ellauri095.html on line 220: The brilliant student who had left Oxford with first-class honours failed his final theology exam. This almost certainly meant that despite his ordination in 1877, Hopkins would not progress in the order. In 1877 he wrote God's Grandeur, an array of sonnets that included "The Starlight Night". He finished "The Windhover" only a few months before his ordination. His life as a Jesuit trainee, though rigorous, isolated and sometimes unpleasant, at least had some stability; the uncertain and varied work after ordination was even harder on his sensibilities. In October 1877, not long after completing "The Sea and the Skylark" and only a month after his ordination, Hopkins took up duties as sub-minister and teacher at Mount St Mary's College near Sheffield. In July 1878 he became curated at the Jesuit church in Mount Street, London, and in December that of St Aloysius's Church, Oxford, then moving to Manchester, Liverpool and Glasgow. While ministering in Oxford, he became a founding member of The Cardinal Newman Boozing Society, established in 1878 for Catholic members of the University of Oxford. He taught Greek and Latin at Mount St Mary's College, Sheffield, and Stonyhurst College, Lancashire.
ellauri096.html on line 55: Michael Scriven (1964) tried to refute predictive determinism (the thesis that all events are foreseeable), by conjuring two players, “Predictor” who has all the data, laws, and calculating capacity needed to predict the choices of others. Scriven goes on to imagine, “Avoider”, whose dominant motivation is to avoid prediction. Therefore, Predictor must conceal his prediction. The catch is that Avoider has access to the same data, laws, and calculating capacity as Predictor. Thus Avoider can duplicate Predictor’s reasoning. Consequently, the optimal predictor cannot predict Avoider. Let the teacher be Avoider and the student be Predictor. Avoider must win. Therefore, it is possible to give a surprise test. This sounds silly. The Predictor can predict that the Avoider double guesses her. Both can fiture out that this will go on and on, until time runs out, and they still just sit on their asses doing nothing. Thing is, you must remember that the players are part of the game, not outside of it as idealists would have it.
ellauri096.html on line 57: Idealizing the teacher and student along the lines of Avoider and Predictor fails to solve the puzzle. It falsely presupposes that two equally super clever agents are co-possible. It is like asking ‘If Aku is smarter than Anu and Anu is smarter than Aku, which of the two is the smartest?’ Its like Abott and Costello going thru the door, after you, no after you, until in the end they, predictably, try to go thru it at once. There is no equilibrium in the game, so shit just happens.
ellauri096.html on line 75: The teacher has free will. Therefore, predictions about what he will do are not true (prior to the examination). Accordingly, Paul Weiss (1952) concludes that the student’s argument falsely assumes he knows that the announcement is true. The student can know that the announcement is true after it becomes true – but not before. What a wimpy argument.
ellauri096.html on line 90: W. V. Quine (1953) agrees with Weiss’ conclusion that the teacher’s announcement of a surprise test fails to give the student knowledge that there will be a surprise test. Yet Quine abominates Weiss’ reasoning. Weiss breeches the law of bivalence (which states that every proposition has a truth-value, true or false). Quine believes that the riddle of the surprise test should not be answered by surrendering classical logic. Me too. Right on Willard van Orman Quine! Thumbs up!
ellauri096.html on line 92: W. V. Quine insists that the student’s elimination argument is only a reductio ad absurdum of the supposition that the student knows that the announcement is true (rather than a reductio of the announcement itself). He accepts this epistemic reductio but rejects the metaphysical reductio. Given the student’s ignorance of the announcement, Quine concludes that a test on any day would be unforeseen.
ellauri096.html on line 120: Probabilistic skepticism dates back to Arcesilaus who took over the Academy two generations after Plato’s death. This moderate kind of skepticism, recounted by Cicero (Academica 2.74, 1.46) from his days as a student at the Academy, allows for justified belief. Many scientists are attracted to probabilism and dismiss the epistemologist’s preoccupation with knowledge as old-fashioned.
ellauri096.html on line 144: The resemblance between the preface paradox and the surprise test paradox becomes more visible through an intermediate case. The preface of Siddhartha Mukherjee’s The Emperor of All Maladies: A Biography of Cancer warns: “In cases where there was no prior public knowledge, or when interviewees requested privacy, I have used a false name, and deliberately confounded identities to make it difficult to track.” Those who refuse consent to be lied to are free to close Doctor Mukherjee’s chronicle. But nearly all readers think the physician’s trade-off between lies and new information is acceptable. They rationally anticipate being rationally misled. Nevertheless, these readers learn much about the history of cancer. Similarly, students who are warned that they will receive a surprise test rationally expect to be rationally misled about the day of the test. The prospect of being misled does not lead them to drop the course.
ellauri096.html on line 146: The preface paradox pressures Kyburg to extend his tolerance of joint inconsistency to the acceptance of contradictions (Sorensen 2001, 156–158). Consider a logic student who is required to pick one hundred truths from a mixed list of tautologies and contradictions. Although the modest student believes each of his answers, A1,A2,…,A100
ellauri096.html on line 147: , he also believes that at least of one these answers is false. This ensures he believes a contradiction. If any of his answers is false, then the student believes a contradiction (because the only falsehoods on the question list are contradictions). If all of his test answers are true, then the student believes the following contradiction: ∼(A1&A2&…&A100)
ellauri096.html on line 157: The student’s overall conclusion, that the test is impossible, is also self-defeating. If the student believes his conclusion then he will not expect the test. So if he receives a test, it will be a surprise. The event will be all the more unexpected because the student has deluded himself into thinking the test is impossible.
ellauri096.html on line 186: But the skeptic should not lose his nerve. Proof does not always yield knowledge. Consider a student who correctly guesses that a step in his proof is valid. The student does not know the conclusion but did prove the theorem. His instructor might have trouble getting the student to understand why his answer constitutes a valid proof. The intransigence may stem from the prover’s intelligence rather than his stupidity. L. E. J. Brouwer is best known in mathematics for his brilliant fixed point theorem. But Brouwer regarded his proof as dubious. He had philosophical doubts about the Axiom of Choice and Law of Excluded Middle. Brouwer persuaded a minority of mathematicians and philosophers, known as intuitionists, to emulate his inability to be educated by non-constructive proofs.
ellauri096.html on line 197: Critics of Lucas defend the parity between people and computers. They think we have our own Gödel sentences (Lewis 1999, 166–173). In this egalitarian spirit, G. C. Nerlich (1961) models the student’s beliefs in the surprise test example as a logical system. The teacher’s announcement is then a Gödel sentence about the student: There will be a test next week but you will not be able to prove which day it will occur on the basis of this announcement and memory of what has happened on previous exam days. When the number of exam days equals zero the announcement is equivalent to sentence K.
ellauri096.html on line 251: Robert Binkley (1968) anticipates van Fraassen by applying the reflection principle to the surprise test paradox. The student can foresee that he will not believe the announcement if no test is given by Thursday. The conjunction of the history of testless days and the announcement will imply the Moorean sentence:
ellauri096.html on line 255: Since the less evident member of the conjunction is the announcement, the student will choose not to believe the announcement. At the beginning of the week, the student foresees that his future self may not believe the announcement. So the student on Sunday will not believe the announcement when it is first uttered.
ellauri096.html on line 257: Binkley illuminates this reasoning with doxastic logic. The inference rules for this logic of belief can be understood as idealizing the student into an ideal reasoner. In general terms, an ideal reasoner is someone who infers what he ought and refrains from inferring any more than he ought. Since there is no constraint on his premises, we may disagree with the ideal reasoner. But if we agree with the ideal reasoner’s premises, we appear bound to agree with his conclusion. Binkley specifies some requirements to give teeth to the student’s status as an ideal reasoner: the student is perfectly consistent, believes all the logical consequences of his beliefs, and does not forget. Binkley further assumes that the ideal reasoner is aware that he is an ideal reasoner. According to Binkley, this ensures that if the ideal reasoner believes p, then he believes that he will believe p thereafter.
ellauri096.html on line 259: Binkley’s account of the student’s hypothetical epistemic state on Thursday is compelling. But his argument for spreading the incredulity from the future to the past is open to three challenges.
ellauri096.html on line 261: The first objection is that it delivers the wrong result. The student is
ellauri096.html on line 265: no test is given by Thursday, the student will find the announcement incredible. At the beginning of the week, the student does not know (or believe) that the teacher will wait that long. A principle that tells me to defer to the opinions of my future self does not imply that I should defer to the opinions of my hypothetical future self. For my hypothetical future self is responding to propositions that need not be actually true.
ellauri096.html on line 269: Binkley stipulates that the students do not forget. He needs to add that the students know that they will not forget. For the mere threat of a memory lapse sometimes suffices to undermine knowledge. Consider Professor Anesthesiology’s scheme for surprise tests: “A surprise test will be given either Wednesday or Friday with the help of an amnesia drug. If the test occurs on Wednesday, then the drug will be administered five minutes after Wednesday’s class. The drug will instantly erase memory of the test and the students will fill in the gap by confabulation.” You have just completed Wednesday’s class and so temporarily know that the test will be on Friday. Ten minutes after the class, you lose this knowledge. No drug was administered and there is nothing wrong with your memory. You are correctly remembering that no test was given on Wednesday. However, you do not know your memory is accurate because you also know that if the test was given Wednesday then you would have a pseudo-memory indistinguishable from your present memory. Despite not gaining any new evidence, you change your mind about the test occurring on Wednesday and lose your knowledge that the test is on Friday. (The change of belief is not crucial; you would still lack foreknowledge of the test even if you dogmatically persisted in believing that the test will be on Friday.)
ellauri096.html on line 271: If the students know that they will not forget and know there will be no undermining by outside evidence, then we may be inclined to agree with Binkley’s summary that his idealized student never loses the knowledge he accumulates. As we shall see, however, this overlooks other ways in which rational agents may lose knowledge.
ellauri096.html on line 273: The teacher’s announcement that there will be a surprise test is equivalent to a disjunction of future mistakes: ‘Either there will be a test on Monday and the student will not believe it beforehand or there will be a test Wednesday and the student will not believe it beforehand or the test is on Friday and the student will not believe it beforehand.’
ellauri096.html on line 275: The points made so far suggest a solution to the surprise test paradox (Sorensen 1988, 328–343). As Binkley (1968) asserts, the test would be a surprise even if the teacher waited until the last day. Yet it can still be true that the teacher’s announcement is informative. At the beginning of the week, the students are justified in believing the teacher’s announcement that there will be a surprise test. This announcement is equivalent to:
ellauri096.html on line 277: (A) Either i. the test is on Monday and the student does not know it before Monday, or ii. the test is on Wednesday and the student does not know it before Wednesday, or iii. the test is on Friday and the student does not know it before Friday.
ellauri096.html on line 279: Consider the student’s predicament on Thursday (given that the test has not been on Monday or Wednesday). If he knows that no test has been given, he cannot also know that (A) is true. Because that would imply
ellauri096.html on line 281: The test is on Friday and the student does not know it before Friday.
ellauri096.html on line 283: Although (iii) is consistent and might be knowable by others, (iii) cannot be known by the student before Friday. (iii) is a blindspot for the students but not for, say, the teacher’s colleagues. Hence, the teacher can give a surprise test on Friday because that would force the students to lose their knowledge of the original announcement (A). Knowledge can be lost without forgetting anything.
ellauri096.html on line 289: Some people wear T-shirts with Question Authority! written on them. Questioning authority is generally regarded as a matter of individual discretion. The surprise test paradox shows that it is sometimes mandatory. The student is rationally required to doubt the teacher’s announcement even though the teacher has not given any evidence of being unreliable. Indeed, the student can foresee that their change of mind opens a new opportunity for surprise.
ellauri097.html on line 302: In some respects this reflects a national pathology. Unlike an American or British child, an Australian student can go through thirteen years of education without reading much of their country’s literature at all (of the more than twenty writers I studied in high school, only two were Australian). This is symptomatic of the country’s famed “cultural cringe,” a term first coined in the 1940s by the critic A.A. Phillips to describe the ways that Australians tend to be prejudiced against home-grown art and ideas in favor of those imported from the UK and America. Australia’s attitude to the arts has, for much of the last two centuries, been moral. “What these idiots didn’t realize about White was that he was the most powerful spruiker for morality that anybody was going to read in an Australian work,” argued David Marr, White’s biographer, during a talk at the Wheeler Centre in 2013. “And here were these petty little would-be moral tyrants whinging about this man whose greatest message about this country in the end was that we are an unprincipled people.”
ellauri097.html on line 412: Merkwürdig ist auch das Verhältnis Kants zu Theodor Gottlieb Hippel (1741-1796). Er hatte schon als Student beim jungen Privatdozenten Kant gelernt und gehörte viel später zum engeren Kreis der Tischgenossen. Hippel war ein eigenwilliger Mann und führte ein Doppelleben. Der kluge politische Beamte und biedere Zeitgenosse einerseits - der produktive Schriftsteller und sexbegierige (übrigens unverheiratete) Mann andererseits. Man hat vermutet, dass Kant in Wahrheit der Autor von Hippels (anonym veröffentlichtem) Buch Lebensläufe gewesen sei, welches viele Intimitäten mehrerer Königsberger Honoratioren ausplauderte. Mindestens habe er - so wurde gemutmaßt - einen Teil davon geschrieben, denn vieles darin hört sich wie von Kant an. Der Meister hat aber in einer "Erklärung wegen der von Hippelschen Autorschaft" die These vom eigenen Beteiligtsein zurückgewiesen.
ellauri097.html on line 702: Helskatti miten jenkit on taulapäitä näiden "student cram" sivustojen kaa. Ei ne kyllä ansaize edes Frostin luokan runonsuoltajaa. Kai niiden ongelma on että ne ei ole kultyrnyje kuten ryssät. Ne on kaikista maista sinne kerääntyneitä rahanahneimpia ja ahdasmielisimpiä hölmöjä. Get Unstuck with Essays and Flashcards Access. Hinta vain ysi ysiysi kun Väiski Purjeella.
ellauri099.html on line 170: Although the splendidly unreliable Diogenes Laertius says that Plato possessed no property other than what is mentioned in his will, he received a large sum of money from Dionysius I. Plato had a significant fund of money at his disposal (the exorbitant figure of 80 talents is mentioned). Indeed, Plato is also said to have had a banker called Andromedes. In other words, Plato was rich and had wealthy patrons and very probably wealthy students.
ellauri099.html on line 199: Famously, Aristotle was asked by Philip II of Macedon to be the tutor of his 13-year-old son, Alexander. Aristotle set up school in the Macedonian fortress of Mieza, and the young prince was taught together with his companions, who probably numbered around 30 students. A big class. This was a closed school, a boarding school of sorts. A sense of the seriousness with which Aristotle performed his duties can be gleaned from the fact that he composed two treatises in honor of Alexander, “On Kingship” and "On Colonies" as guidebooks for the prince, as well as editing a copy of Homer’s “Iliad” specifically for Alexander’s use — the so-called “casket copy” (presumably because it was small enough to fit inside his casket).
ellauri099.html on line 207: The reason Aristotle was able to do this was simple: money. If Plato was rich, then Aristotle was wealthier than Croesus, right up there with the Jeff Bezos-es of his day. He received the sum of 800 talents from his presumably grateful former student, Alexander, which was an enormous amount of money. (Consider that the Plato’s Academy cost about 25-30 talents.)
ellauri101.html on line 54: In 1934, Campbell accepted a position as Professor of Literature at Sarah Lawrence College. Sarah Lawrence College is a private liberal arts college in Yonkers, New York. The college models its approach to education after the Oxford/Cambridge system of one-on-one student-faculty tutorials. Sarah Lawrence emphasizes scholarship, particularly in the humanities, performing arts, and writing, and places high value on independent study. Originally a women's college, Sarah Lawrence became coeducational in 1968.
ellauri101.html on line 56: In February 2020, Brooklyn native Lawrence V. "Larry" Ray, born Lawrence Grecco, who had resided in his daughter's on-campus apartment at Lawrence College in 2010 after his release from prison, was charged by prosecutors in Manhattan with conspiracy, extortion, sex trafficking, forced labor, and other related offenses, following nearly 10 years of alleged transgressions with students and former students. At a bail hearing held March 2, 2020, an Assistant U.S. Attorney disclosed to the Manhattan federal court that Ray had been arrested while in bed with one of his victims. Bail was denied.
ellauri101.html on line 58: In 1938, he married one of his former students, the dancer-choreographer Jean Erdman. Jean's father Toni wore false teeth and a wig at the wedding. For most of their 49 years of marriage they shared a two-room apartment in Greenwich Village in New York City. In the 1980s they also purchased an apartment in Honolulu and divided their time between the two cities. They did not have any children.
ellauri101.html on line 617: Around the world, members of Generation Z are spending more time on their electronic devices and less time reading books than before, with implications for their attention span, their vocabulary, and thus their school grades as well as their future in the modern economy. At the same time, reading and writing fan fiction is of vogue worldwide, especially among teenage girls and young women. In Asia, educators in the 2000s and 2010s typically sought out and nourished top students whereas in Western Europe and the United States, the emphasis was on low-performers. In addition, East Asian students consistently earned the top spots in international standardized tests during the 2010s.
ellauri102.html on line 425: She has attributed her change in worldview to two catalysts. One was when she was 17 and preparing for the University of Toronto, her mother had a stroke and became severely disabled. Naomi, her father, and her brother took care of Bonnie through the period in hospital and at home, making educational sacrifices to do so. That year off prevented her "from being such a brat". The next year, after beginning her studies at the University of Toronto, the second catalyst occurred: the 1989 École Polytechnique massacre of female engineering students, which proved to be a wake-up call to feminism.
ellauri102.html on line 687: Ms.stä on puolessa vuosisadassa tullut Amerikan E. T. Varakkaiden Gilmore-isoäitien preppieasuiset lapsenlapset lukee sitä koulussa pakkopullana. Through our Ms. Classroom program, Ms. is also used by college faculty as a required text at 88 universities in 43 states, reaching thousands of students nationwide.
ellauri106.html on line 104: He enjoyed a robust childhood and was poplar in high school where he was a bright student but not quite diligent enough in his studies to win a prized full scholarship to Rutgers where he wanted to study law. Roth attended Rutgers University in Newark for a year, then transferred to Bucknell University in Pennsylvania, where he earned a B.A. magna cum laude in English and was elected to Phi Beta Kappa. He received a scholarship to attend the University of Chicago, where he earned an M.A. in English literature in 1955 and briefly worked as an instructor in the university´s writing program. Less prestigious Bucknell University in Pennsylvania was Roth’s fallback school. There he abandoned his vague dreams of becoming a lawyer for the underdog and turned his attention to writing.
ellauri106.html on line 130: Given long-standing feminist arguments that Roth is a misogynist—not to mention the portrait in Bloom’s memoirs—it was inevitable that any Roth biography would spark arguments about gender politics. What was surprising is that the debate would center around the biographer more than Roth. In the wake of the biography’s release, Bailey has been accused of shocking acts. Four former students from the elite New Orleans high school where he’d taught during the 1990s came forward to complain that he had groomed them as minors and sexually pursued them as adults. One of these women claimed he raped her. Another former student came forward with an allegation of attempted rape when she was an adult. Finally, Valentina Rice, a New York publishing executive, told The New York Times that Bailey raped her in 2015. Bailey strenuously denies all these allegations.
ellauri106.html on line 154: Born in Newark, N.J., Mr. Roth enlisted in the Navy in 1945 and served for about two years. He went on to study at the Pratt Institute in the late 1940s and later at the Art Students League of New York, a school established by artists for artists, in 1952.
ellauri106.html on line 347: The Weathermen Underground Organization (WUO), commonly known as the Weather Underground, was a radical left militant organization active in the late 1960s and 1970s, founded on the Ann Arbor campus of the University of Michigan. It was originally called the Weathermen. The WUO organized in 1969 as a faction of Students for a Democratic Society (SDS) largely composed of the national office leadership of SDS and their supporters. Beginning in 1974, the organization´s express political goal was to create a revolutionary party to overthrow American imperialism.
ellauri106.html on line 359: Jamil Abdullah Al-Amin (born Hubert Gerold Brown; October 4, 1943), formerly known as H. Rap Brown, is a civil rights activist who was the fifth chairman of the Student Nonviolent Coordinating Committee in the 1960s. During a short-lived (six months) alliance between SNCC and the Black Panther Party, he served as their minister of justice.
ellauri106.html on line 390: Given long-standing feminist arguments that Roth is a misogynist—not to mention the portrait in Bloom’s memoirs—it was inevitable that any Roth biography would spark arguments about gender politics. What was surprising is that the debate would center around the biographer more than Roth. In the wake of the biography’s release, Bailey has been accused of shocking acts. Four former students from the elite New Orleans high school where he’d taught during the 1990s came forward to complain that he had groomed them as minors and sexually pursued them as adults. One of these women claimed he raped her. Another former student came forward with an allegation of attempted rape when she was an adult. Finally, Valentina Rice, a New York publishing executive, told The New York Times that Bailey raped her in 2015. Bailey strenuously denies all these allegations.
ellauri107.html on line 84: "With clarity and with crudeness, and a great deal of exuberance, the embryonic writer who was me wrote these stories in his early 20s, while he was a graduate student at the University of Chicago, a soldier stationed in New Jersey and Washington, and a novice English instructor back at Chicago following his Army discharge...In the beginning it amazed him that any literate audience could seriously be interested in his story of tribal secrets, in what he knew, as a child of his neighborhood, about the rites and taboos of his clan—about their aversions, their aspirations, their fears of deviance and defection, their embarrassments and ideas of success."
ellauri107.html on line 91: Neil Klugman is an intelligent, working-class army veteran and a graduate of Rutgers University who works as a library clerk. He falls for Brenda Patimkin, a wealthy Radcliffe student who is home for the summer. They meet by the swimming pool at Old Oaks Country Club in Purchase, New York, a private club that Neil visits as a guest of his cousin Doris. Neil phones her and asks for a date. She does not remember him but agrees. He waits as she finishes a tennis game which only ends when it gets too dark to play.
ellauri108.html on line 193: The wearing of dreadlocks has contributed to negative views of Rastafari among non-Rastas, many of whom regard it as wild and unattractive. Dreadlocks remain socially stigmatised in many societies; in Ghana for example, they are often associated with the homeless and mentally ill, with such associations of marginality extending onto Ghanaian Rastas. In Jamaica during the mid-20th century, teachers and police officers used to forcibly cut off the dreads of Rastas. In various countries, Rastas have since won legal battles ensuring their right to wear dreadlocks: in 2020, for instance, the High Court of Malawi ruled that all public schools must allow their students to wear dreadlocks.
ellauri108.html on line 220: Whereas its membership had previously derived predominantly from poorer sectors of society, in the 1960s Rastafari began attracting support from more privileged groups like students and professional musicians. The foremost group emphasising this approach was the Twelve Tribes of Israel, whose members came to be known as "Uptown Rastas". Among those attracted to Rastafari in this decade were middle-class intellectuals like Leahcim Semaj, who called for the religious community to place greater emphasis on scholarly social theory as a method of achieving change. Although some Jamaican Rastas were critical of him, many came under the influence of the Guyanese black nationalist academic Walter Rodney, who lectured to their community in 1968 before publishing his thoughts as the pamphlet Groundings. Like Rodney, many Jamaican Rastas were influenced by the U.S.-based Black Power movement. After Black Power declined following the deaths of prominent exponents such as Malcolm X, Michael X, and George Jackson, Rastafari filled the vacuum it left for many black youth.
ellauri109.html on line 236: Ruth kuulostaa hyvältä ihmiseltä. Oliko se jutku? Jep. Franz Boas was Jewish, besides his two best known students, Ruth Benedict and Margaret Mead were also Jewish.
ellauri109.html on line 278: The lawsuit, filed in a California court on March 21, 2017, sought damages both from Searle and from the Regents of the University of California as his employers. It also claims that Jennifer Hudin, the director of the John Searle Center for Social Ontology, where the complainant had been employed as an assistant to Searle, has stated that Searle "has had sexual relationships with his students and others in the past in exchange for academic, monetary or other benefits". After news of the lawsuit became public, several previous allegations of sexual harassment by Searle were also revealed.
ellauri110.html on line 1108: Crime and Punishment focuses on the mental anguish and moral dilemmas of Rodion Romanovich Raskolnikov, an impoverished ex-student in St. Petersburg who theorizes that he can perform good deeds to counterbalance his crime, justifying his actions by referencing Napoleon Bonaparte. The novel is considered one of the greatest novels ever written.
ellauri111.html on line 255: As I’d had to admit, I hadn’t read The Diary of a Writer (actually a kind of journal that Dostoevsky published monthly and that consisted entirely of his own thoughts about issues of the day), but I did know that he had been involved in several criminal cases, some of which were about the kind of cruelty to children that Ivan Karamazov cited as evidence against the existence of God. I couldn’t remember any details, though. I felt rather like a student who hasn’t done his homework hoping that he’s not the one going to be asked the next question. Only there wasn’t anyone else to ask. In the event, Fyodor Mikhailovich let me off fairly gently.
ellauri111.html on line 733: Yoga is inherently spiritual and can raise the Kundalini serpent power which is that old serpent called the devil and Satan. Although many Americans are ignorant of this, yoga is not simply physical exercise; yoga is a spiritual exercise of Hinduism that makes room for the Kundalini serpent power. Through the controlled breathing, the posture, the stillness and/or repetition, etc. the Kundalini serpent power can rise up and possess a person. A person does not have to be looking for Kundalini in order for this to happen--the yoga itself creates the conditions. Mantras, stillness, repetition, etc. (different devil worshippers use different techniques) are summons to the devil. Gurus lead their students through different protocols to help them "prepare" for this entrance of the serpent power--the Authorized Version of 1611 of the Bible reveals who that serpent is, it is Satan--
ellauri112.html on line 67: A survey published in American Psychologist in 1991 ranked Wundt´s reputation as first for "all-time eminence" based on ratings provided by 29 American historians of psychology. William James and Sigmund Freud were ranked a distant second and third. During his academic career Wundt trained 186 graduate students (116 in psychology). This is significant as it helped disseminate his work.
ellauri112.html on line 75: Edward Bradford Titchener (11 January 1867 – 3 August 1927) was an English psychologist who studied under Wilhelm Wundt for several years. Titchener is best known for creating his version of psychology that described the structure of the mind: structuralism. After becoming a professor at Cornell University, he created the largest doctoral program at that time in the United States . His first graduate student, Margaret Floy Washburn, became the first woman to be granted a PhD in psychology (1894). Tätä kautta Wundtista tuli kova nimi jenkeissä.
ellauri112.html on line 856: “There is no proof that the ‘wine’ at the marriage feast in Cana was fermented. The Greek word for ‘wine’ in this text is oinos, which may refer to a fermented beverage (cf. Eph. 5:18), or it may denote freshly squeezed grape juice (cf. Isa. 16:10 – LXX). Since the word for ‘wine’ is generic, the student has no right to import the concept of an alcoholic beverage into this passage without contextual justification—of which there is none.”
ellauri115.html on line 940: Fausto Sozzini furthered his influence through his Racovian Catechism, published posthumously, which set out his uncle Lelio's views on Christology and replaced earlier catechisms of the Ecclesia Minor. His influence continued after his death through the writings of his students published in Polish and Latin from the press of the Racovian Academy at Raków, Kielce County.
ellauri117.html on line 160: Man sagt, daß Kafka seine erste sexuelle "Begegnung" mit seiner französischen Gouvernante hatte, doch hat er diskreterweise immer nur in Andeutungen über dieses «Urerlebnis» gesprochen. Den ersten regen Geschlechtsverkehr hatte er als Zwanzigjähriger mit einer tschechischen Verkäuferin. Sie verbrachten einen Abend in einer billigen Absteige. Diese Erfahrung bestärkte Kafka in seinem Ekel vor dem Geschlechtsverkehr und in seinem Glauben, daß Sexualität eine von Natur aus schmutzige, nichtswürdige Anlegenheit sei. Gerade das Entgegengesetzte predigte D.H.Lawrence (infra). Trotzdem streunte er seine ganze Studentenzeit indurch immer wieder durch das Bordellviertel von Prag, genau wie die anderen Heißsporne unter seinen Kommilitonen. Er ekelte sich vor seiner eigenen sexuellen Lust, erkannte aber zugleich auch die Notwendigkeit, ihr hin und wieder einzustecken:
ellauri131.html on line 956: A lady at Notre Dame uses the Seven Habits, on occasion, to teach literature. "We'll look at a character, and I'll say, 'Let's talk about that character. What did you notice?' And a student will say, 'You know what? That character was not at all proactive.'
ellauri131.html on line 960: And what of the true cynic's view, that the lesson of history is that bastards often prevail? That markets are in and of themselves rational, and sometimes emotional, but rarely ever moral? That an appropriate model for business is not an extended family but a poker game? The late genius John von Neumann was fascinated by poker, and his study of the choice making involved in the game led him to develop the foundations of game theory. Von Neumann was a peerless student of the principles of rational self-interest, and he was also an adviser to Presidents Truman and Eisenhower. When the Soviets showed signs of developing nuclear weapons, he recommended bombing them into oblivion. Game theory, he said, dictated it.
ellauri132.html on line 215: Attorneys representing students from the Shawnee Mission district say the story “Harrison Bergeron” shows that a world of forced equality would be a nightmare, so unequal funding of public schools is OK.
ellauri132.html on line 221: But in a telephone interview Wednesday, Vonnegut told the Journal-World that the students’ attorneys may have misinterpreted his story.
ellauri133.html on line 868: According to Jackson's detractors, her marriage was plagued by Hyman's infidelities, notably with his students, and she reluctantly agreed to his proposition of maintaining an open relationship. Hyman also controlled their finances (meting out portions of her earnings to her as he saw fit), despite the fact that after the success of "The Lottery" and later work she earned far more than he did.
ellauri135.html on line 222: The first seven years, Nikolai lived in Moscow, and then, with his parents, moved to Siberia, where his father got the post of the Chairman of the Tobolsk provincial government (in 1830). Eight years, the boy himself began to write poetry, knowing many passages from different odes of Derzhavin. In the early 30-ies the father Berg settled in the Tambov province in his estate, and gave his son in the Tambov gymnasium, and in 1838 moving to Moscow, transferred to the I-th Moscow gymnasium, in which he graduated in 1843 and entered the historical-philological faculty of Moscow University. At the Moscow school, especially Berg became friends with a school friend A. N. Ostrovsky, with whom all his life maintained the most cordial relations. As a student, Berg published his first poem in the "Moskvityanin" (translated from the Swedish poet Runeberg: "Complaint of the virgin").
ellauri143.html on line 69: Varṇāśrama (varna-ashrama "väri-väsymättömyys") refers to the “laws relating to four castes”—Brāhmaṇa, Kṣatriya, Vaiśya and Śūdra and to four stages of (he-man) life—the student, the householder, the anchorite and the religious mendicant are expounded in the code of Manu and are applicable to Indian Society alone. Muut älkööt sotkeutuko tähän. Kuulitteko, pysykää poissa! Älä nyt tuu!
ellauri146.html on line 638: Woodberry (Edgar Allan Poe, 1885, p. 85, and Life, I, 130) pointed out a leading source of part of Poe's story in Bulwer's “Too Handsome for Anything,” one of the “other pieces” in Bulwer's book, Conversations with an Ambitious Student in Ill Health, with Other Pieces (New York: J. & J. Harper, 1832), pp. 189ff. There is a good deal of humorous literature about noses.
ellauri146.html on line 668: The concern of the Pounder to advance republican ideals and republican politics among the students of the University was not notably effectual with one student at least: Poe was not receptive to Jeffersonian liberalism. But many of the impressions which Poe received at Charlottesville, both within and without the lecture rooms, must have remained with him. The young admirer of classic grandeur, we know, was impressed by the graceful Rotunda. About Poe at Virginia, Philip Alexander Bruce writes as follows:
ellauri147.html on line 564: - stimmt zu mit seinem eponymischen zeitdiagnostischem Beitrag. Der Martin ist ein Narzissismussachkenner. Geboren am 9.5.1948 in Völklingen/Saar, mit drei Geschwistern in einer protestantischen Pfarrersfamilie aufgewachsen. Nach Schule, Abitur und Germanistik/Anglistik-Studium ein Jahr Aufenthalt in den USA (1968). Seit 1969 in Frankfurt/Main lebend; Studium der Psychologie an der Johann Wolfgang Goethe-Universität, Frankfurt/Main, Diplom 1976. Politisch aktiv in der Studentenbewegung. Verheiratet seit 1986, zwei Söhne (geb. 1979, 1982).
ellauri147.html on line 591: