Academic Problems Quotes & Sayings

Losses and other events - whether anticipated or actual - can lead to feelings of shame, humiliation, or despair and may serve as triggering events for suicidal behavior. Triggering events include losses, such as the breakup of a relationship or a death; academic failures; trouble with authorities, such as school suspensions or legal difficulties; bullying; or health problems. This is especially true for youth already vulnerable because of low self-esteem or a mental disorder, such as depression. Help is available and should be arranged. - American Association of Suicidology — Sue Klebold

Because my graduate academic training at law school was not one that included most of the intellectual traditions I find useful for understanding the conditions and problems that most concern me - anti-colonial theories, Foucault, critical disability studies, prison studies and the like are rarely seen in standard US Law School curricula, where students are still fighting on many campuses to get a single class on race or poverty offered - I developed most of my thinking about these topics through activist reading groups and collaborative writing projects with other activist scholars. — Dean Spade

There's nobody in the world that wouldn't change places with the Americans. The economy is phenomenally large, the entrepreneurial class is very alive and very well, the universities, despite budget problems, still turn out something like 90 percent of the refereed academic and technical articles in the world. There's a lot on everybody's agenda. — Tom Peters

Intellectual cowardice is only one of the problems of the academic community. Fort rubbed their
noses in the swill generated by their gibberish and illiteracy. It was no secret then or now that
academic publications are designed to protect the inept and to conceal ignorance. People with
nothing to say, who even lack the ability to say nothing, can hide behind the academic method for a
lifetime. — John A. Keel

If you walk along the street you will encounter a number of scientific problems. Of these, about 80 per cent are insoluble, while 19½ per cent are trivial. There is then perhaps half a per cent where skill, persistence, courage, creativity and originality can make a difference. It is always the task of the academic to swim in that half a per cent, asking the questions through which some progress can be made. — Hermann Bondi

I succeeded at math, at least by the usual evaluation criteria: grades. Yet while I might have earned top marks in geometry and algebra, I was merely following memorized rules, plugging in numbers and dutifully crunching out answers by rote, with no real grasp of the significance of what I was doing or its usefulness in solving real-world problems. Worse, I knew the depth of my own ignorance, and I lived in fear that my lack of comprehension would be discovered and I would be exposed as an academic fraud
psychologists call this "imposter syndrome". — Jennifer Ouellette

Change your thoughts, change your life. - LAO TZU When I was fighting depression, I remember hearing this expression and not understanding it at first. When I decided to implement it in my life, a whole new world opened up for me. Change the negative, self-loathing thoughts to positive, self-affirming ones. When you're positive about yourself and everything around you, you begin to see the world in a different light. Your life today is what you make of it. Goal: Be mindful of the tone of your thoughts. — Demi Lovato

Service-learning is a particularly fertile way of involving young people in community service, because it ties helping others to what they are learning in the classroom. It enables them to apply academic disciplines to practical, everyday problems. In the process, it provides a compelling answer to the adolescent's perennial question, 'Why do I need to learn this stuff? — Colin Powell

Fortunately, our colleges and universities are fully cognizant of the problems I have been delineating and take concerted action to address them. Curricula are designed to give coherence to the educational experience and to challenge students to develop a strong degree of moral awareness. Professors, deeply involved with the enterprise of undergraduate instruction, are committed to their students' intellectual growth and insist on maintaining the highest standards of academic rigor. Career services keep themselves informed about the broad range of postgraduate options and make a point of steering students away from conventional choices. A policy of noncooperation with U.S. News has taken hold, depriving the magazine of the data requisite to calculate its rankings. Rather than squandering money on luxurious amenities and exorbitant administrative salaries, schools have rededicated themselves to their core missions of teaching and the liberal arts.
I'm kidding, of course. — William Deresiewicz

Free will, determinism, meaning, existence, etc. are academic problems, not problems in life. — Marty Rubin

Marx, however imperfectly he worked out the details, set himself the task of discovering the law of motion of capitalism, and if there is any hope of progress in economics at all, it must be in using academic methods to solve the problems posed by Marx. — Joan Robinson

Robert Sternberg is a professor of psychology at Tufts University and a past president of the American Psychological Association. He is a long-term critic of traditional approaches to intelligence testing and IQ. He argues that there are three types of intelligence: analytic intelligence, the ability to solve problems using academic skills and to complete conventional IQ tests; creative intelligence, the ability to deal with novel situations and to come up with original solutions; and practical intelligence, the ability to deal with problems and challenges in everyday life. — Ken Robinson

We have nothing against playing video games; they have many good features and benefits. Our concern is that when they are played to excess, especially in social isolation, they can hinder a young man's ability and interest in developing his face-to-face social skills. Multiple problems, including obesity, violence, anxiety, lower school performance, social phobia and shyness, greater impulsivity and depression, have all been associated with excessive gaming. The variety and intensity of video game action makes other parts of life, like school, seem comparatively boring, and that creates a problem with their academic performance, which in turn might require medication to deal with attention deficit hyperactivity disorder (ADHD), which then leads to other problems down the road in a disastrous negative cycle ... — Philip G. Zimbardo

The tourist business is a trap, it is a tained honey; Man clearly should have stayed in bed, and not invented money. — Kenneth E. Boulding

Museum Work and Museum Problems" course, the first academic program specifically designed to cultivate and train men and women to become museum directors and curators. In addition to the connoisseurship of art, the "Museum Course" taught the financial and administrative aspects of running a museum, with a focus on eliciting donations. The students met regularly with major art collectors, bankers, and America's social elite, often at elegant dinners where they were required to wear formal dress and observe the social protocol of high culture. By 1941, Sachs's students had begun to fill the leadership positions of American museums, a field they would come to dominate in the postwar years. — Robert M. Edsel

I look at Google and think they have a strong academic culture. Elegant solutions to complex problems. — Mark Zuckerberg

13.5 Mrs. Wolfe asks whether Mr. Iqbal expects her Susan to undertake compulsory headstands.
13.6 Mr. Iqbal infers that, considering Susan's academic performance and weight problems, a headstand regime might be desirable. — Zadie Smith

To be conservative in politics is to take one's bearings not from the latest bright idea about how to make a better world, but by looking carefully at what the past reveals both about the kind of people we are and the problems that concern us. As we get older, we often become conservative in our habits, in our family practices, and in our recognition of the richness of our civilization, but this evolution of our character into a set of habits in no way blocks adventurousness. The old no less than the young may be found starting new enterprises, sailing around the world, and solving arcane academic questions. But it is in the ordinary business of life that we find our excitement, not in foolish collective dreams of political perfection. — Kenneth Minogue

When people begin to define the things that they believe in, based upon the exclusion of all the things that they hate, all that does is eat away at the soul. Define the things that you believe in based upon the pursuit of the the things that you love and then that love should be able to override all those things that you hate. — C. JoyBell C.

Think outside the square. Think for yourself don't just follow the herd. Think multidisciplinary! Problems by definition, cross many academic disciplines. — Lucas Remmerswaal

No one has ever proved that a human being, through his descent from a certain group of people, must of necessity have certain mental characteristics. — Franz Boas

Much of the colony's musical experimenting was, quite consciously, concerned with what might be called "time span." What was the briefest note that the mind could grasp - or the longest that it could tolerate without boredom? Could the result be varied by conditioning or by the use of appropriate orchestration? Such problems were discussed endlessly, and the arguments were not purely academic. They had resulted in some extremely interesting compositions. But it was in the art of the cartoon film, with its limitless possibilities, that New Athens had made its most successful experiments. The hundred years since the time of Disney had still left much undone in this most flexible of all mediums. On the purely realistic side, results could be produced indistinguishable from actual photography - much to the contempt of those who were developing the cartoon along abstract lines. — Arthur C. Clarke

The same principle held in black universities, where students demanded more and more black teachers. White professors who had virtually dedicated their lives and their academic careers as historians, anthropologists, sociologists, to the problems of racism and its cures, thinking they did this for the good of the oppressed victims of racism (and often suffering social and academic insults as a result), were asked to leave schools in favor of black teachers. Some of them turned very bitter. — John Howard Griffin

The capacity to innovate - the ability to solve problems creatively or bring new possibilities to life - and skills like critical thinking, communication and collaboration are far more important than academic knowledge. — Tony Wagner

These forays into the real world sharpened his view that scientists needed the widest possible education. He used to say, "How can you design for people if you don't know history and psychology? You can't. Because your mathematical formulas may be perfect, but the people will screw it up. And if that happens, it means you screwed it up." He peppered his lectures with quotations from Plato, Chaka Zulu, Emerson, and Chang-tzu.

But as a professor who was popular with his students - and who advocated general education - Thorne found himself swimming against the tide. The academic world was marching toward ever more specialized knowledge, expressed in ever more dense jargon. In this climate, being liked by your students was a sign of shallowness; and interest in real-world problems was proof of intellectual poverty and a distressing indifference to theory. — Michael Crichton

Of all the American educational system's problems, none is more severe than the academic year beginning before Labor Day. — P. J. O'Rourke

Learning through the arts reinforces critical academic skills in reading, language arts and math and provides students with the skills to creatively solve problems. — Michelle Obama

You could be a victim, you could be a hero, you could be a villain, or you could be a fugitive. But you could not just stand by. If you were in Europe between 1933 and 1945, you had to be something. — Alan Furst