Instead of focusing solely on abstract principles of writing, then, thisbook offers model templates that help you put those principles directly intopractice.
Instead of solely talking **at ** you about a method, it explains it and gives you a demonstration, which makes reading this book follow a conversational tone that is better for encoding.
Moreover, after executing an inverse opera-tion like O2, the document state can no longer be properlyrepresented by the state vector, which is only capable ofrepresenting original normal editing operations
I don't see how Undo would mess up State Vector, being just another op. State Vector bit of that user would increase.
because they fear that devoting too much time to otherpeople’s ideas will take away from their own.
I thought Freire was doing the same thing in Pedagogy of the Oppresed
it’s very important to continue to keep thoseideas in view. Readers won’t be able to follow your unfolding response,much less any complications you may offer, unless you keep remindingthem what claims you are responding to.
Just like Freire in Pedagogy of the Opressed
They demanded bilingualeducation, Mexican folklore in textbooks,and the recruitment of administrators ofMexican descent in schools with amajority Mexican American student body.
This is very similar to Dubois saying people of color should have separate schools with teachers who are people of color in order to get a good education
civilrights leaders across the nationdemanded change and equalopportunities for people of color.
These struggles are similar to those of other minorities in education (Women and African Americans)
From March 1 to March 8 1968,approximately 15,000 students walked outof classes from Woodrow Wilson, Garfield,Abraham Lincoln, Theodore Roosevelt,Belmont, Venice and Jefferson HighSchools,
Similar to the strike in Massive Resistance in a Small Town
Prince Edward saw themselves as Davids to the Goliath NAACP and the federalgovernment.
David vs Goliath in the bible David is the underdog and the weaker of the two
Despite all this, it was a tight-knit school community, and the teachers had highexpectations for their students and their futures.
What Du Bois was talking about in his texts
We have got to accept Negroschools. Any agitation and actionaimed at compelling a rich and power-ful majority of the citizens to do whatthey will not do, is useless. On theother hand, we have a right and aduty to assure ourselves of the truthconcerning this attitude; by carefulconferences, by public meetings andby petitions, we should convince our-selves whether this demand for sepa-rate schools is merely the agitation ofa prejudiced minority, or the con-sidered and final judgment of thetown
His argument "I say"
There can be argument asto what our attitude toward furtherseparation should be
They say in our reading
One of the most fundamental and far-reaching deedsthat has been accomplished during the last quarter of acentury has been that by which the Negro has beenhelped to nd himself and to learn the secrets ofcivilization
This idea of African Americans being able to find themselves reminds me of Garrison's idea that students are in college to find themselves. However, African Americans use to be denied the right to education because many were subjected to slavery for their entire lives. Once slavery was abolished, within "the last quarter of a century" Washington says, African Americans could attempt to seek the education that they were deprived of, and find themselves. Therefore, this also reminds me of Freire's main idea of the oppressed becoming aware of their oppression through education and finally being given the encouragement to use their voices.
“Our schools teach everybody a little of almosteverything, but, in my opinion, they teach very fewchildren just what they ought to know in order tomake their way successfully in life
Similar argument that Freire makes in the Pedagogy of the Oppressed
“Our schools teach everybody a little of almosteverything, but, in my opinion, they teach very fewchildren just what they ought to know in order tomake their way successfully in life
Similar argument that Freire makes in the Pedagogy of the Oppressed
Ireceived a great many verbal messages and letters fromparents informing me that they wanted their childrentaught books, but not how to work.
This is interesting, for the parents' desire for their children to be taught books reminds me of Barr's emphasis on teaching the classics to students in school. However, Washington believed it was important to teach students how to work (prepare for the world).
Think, though,how frequently it is the case that from the rst day that apupil begins to go to school his books teach him muchabout the cities of the world and city life, and almostnothing about the country.
OT: This makes me think of Garrisons why we are in college. It is so important to ask why and to further your education past the books.
It seems to me that too often mere book educationleaves the Negro young man or woman in a weakposition.
Stringfellow Barr would not agree with this statement. He believed that the liberal education system was the best way to become a successful and well rounded person.
No race can be lifteduntil its mind is awakened and strengthened.
This reminds me of Freire and his idea that education is an awakening for the oppressed to use their voices.
’liberaleducation,
Stringfellow Barr is highly in favor of a liberal education with "the classics" being taught.
Think, though,how frequently it is the case that from the rst day that apupil begins to go to school his books teach him muchabout the cities of the world and city life, and almostnothing about the country. How natural it is, then, thatwhen he has the ordering of his life he wants to live it inthe city.
This reminds me of Stringfellow Barr's "Liberal Education: A Common Adventure", students need to be taught a wide array of topics in order to get the most out of their education.
One of the most fundamental and far-reaching deedsthat has been accomplished during the last quarter of acentury has been that by which the Negro has beenhelped to nd himself and to learn the secrets ofcivilization–to learn that there are a few simple, cardinalprinciples upon which a race must start its upwardcourse, unless it would fail, and its last estate be worsethan its rst.
This reminds me of Paulo Friere's main idea in The Pedagogy of the Oppressed. Being a part of an oppressed society makes it hard to be able to express yourself and be successfully outside of the realms of the oppressed system.
One of the most fundamental and far-reaching deedsthat has been accomplished during the last quarter of acentury has been that by which the Negro has beenhelped to nd himself and to learn the secrets ofcivilization
Like Friere's main idea, through finding themselves and learning through education, this oppressed group can become aware of the oppressive system and hopefully rise above.
the crops needed the boys; and the thin, slovenlymother, whose face was pretty when washed, assured me that Lugene must mind the baby.
This reminds me of Washington's idea of industrial education, for the children miss school in order to work (physical labor).
that but once sincethe war had a teacher been there; that she herself longed to learn,—and thus she ran on, talkingfast and loud, with much earnestness and energy.
This reminds me of the line from Du Bois "The Souls of Black Folk Part I" that mentions "The steady withdrawal of aid from institutions for the higher training of the Negro." This girl longed to learn, yet she lacked an education probably because of Washington's encouragement to give up the pursuit of higher level education for African American youth.
a half-awakened common consciousness
This reminds me of Paulo Freire's Pedagogy of the Oppressed. He speaks quite often about consciousness.
white teachers inthe morning, Negroes at night.
Just like Booker T. Washington and DuBois The Souls of Black Folk Part 1, discrimination against black people is present.
there was in all leadership or attempted leader-ship but the one motive of revolt and revenge
This reminds me of learning about the everyday acts of rebellion among slaves in Traditions/Revolutions. We talked and read about slaves signing, slowing down their work, burning food, etc. as everyday acts of rebellion (anything to make life harder for the plantation owners). We also talked about slaves burning down plantations as an act of rebellion.
His programme of industrial education, conciliationof the South, and submission and silence as to civil and political rights,was not wholly original;
As of right now this sounds very similar to what he talked about in the "Industrial Education for the Negro"
It leads some of the best of the critics to unfortunate silence andparalysis of effort, and others toburst into speech so passionatelyand intemperately as to lose listeners.
This reminds me of the reading about the oppressed and some of the reading done in my tradition and revolution class, if someone is constantly pushed down and being oppressed there is always the chance that they could revolt
Users who specify external customization directories via customization.dir
啥？这个是怎么做的？怎么不交代？
in his own image
As impossible it seems to "read" God's character, as difficult it is to understand His image, man.
The world literally is not going on “out there” at all, but within You, as your Being. More correctly, your Being is unfolding Itself and is seen and experienced by Itself (your Self) as conscious experience. As I have said before, the difficulty you are having is because you flip-flop back and forth, in and out.
Another teaching tag class: .t:OT, there is nothing out there.
RAJ: This would mean that the conscious experience of Being is not existent someplace in an objective, three-dimensional universe. It means that the Universe of Mind is peopled with infinite ideas which are perfectly tangible to Consciousness. Therefore, they are not bodiless in the sense of having no visible, tangible outline, form, or colour. It means that everything is identified and identifiable, minus the finite sensation of space and time, minus the sense of separation between subject and object, which is unavoidable in the three-dimensional frame of reference. It is also minus the sense of the beholder being located somewhere in that which is beheld. Man is as incorporated as God, and yet “all is infinite Mind and Its infinite manifestation.” Mind is never minus Its manifestation.
Conscious experience of Being is not found in the objective 3d universe.
Reality is found in the Universe of Mind that is peopled with infinite ideas that are perfectly tangible to Consciousness. There is no sensation of space and time or sense of separation between subject and object.