Essay on life insurance corporation

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Essay on life insurance corporation

Boredom was everywhere in my world, and if you asked the kids, as I Essay on life insurance corporation did, why they felt so bored, they always gave the same answers: They said the work was stupid, that it made no sense, that they already knew it.

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They said they wanted to be doing something real, not just sitting around. And the kids were right: When asked why they feel bored, the teachers tend to blame the kids, as you might expect.

Of course, teachers are themselves products of the same twelve-year compulsory school programs that so thoroughly bore their students, and as school personnel they are trapped inside structures even more rigid than those imposed upon the children. Who, then, is to blame?

My grandfather taught me that. One afternoon when I was seven I complained to him of boredom, and he batted me hard on the head.

Certainly not to be trusted. That episode cured me of boredom forever, and here and there over the years I was able to pass on the lesson to some remarkable student. For the most part, however, I found it futile to challenge the official notion that boredom and childishness were the natural state of affairs in the classroom.

Search the world's information, including webpages, images, videos and more. Google has many special features to help you find exactly what you're looking for. A sheriff in the Hudson River Valley near Albany, New York, about to go into the hills in the fall of to collect back rents from tenants on . The role and importance of insurance, here, has been discussed in three phases: (i) uses to individual, (ii) uses to a special group of individuals, viz., to business or industry, and (iii) uses to the society.

Often I had to defy custom, and even bend the law, to help kids break out of this trap. The empire struck back, of course; childish adults regularly conflate opposition with disloyalty.

I once returned from a medical leave to discover that all evidence of my having been granted the leave had been purposely destroyed, that my job had been terminated, and that I no longer possessed even a teaching license.

After nine months of tormented effort I was able to retrieve the license when a school secretary testified to witnessing the plot unfold. In the meantime my family suffered more than I care to remember. By the time I finally retired inI had more than enough reason to think of our schools - with their long-term, cell-block-style, forced confinement of both students and teachers - as virtual factories of childishness.

Yet I honestly could not see why they had to be that way. My own experience had revealed to me what many other teachers must learn along the way, too, yet keep to themselves for fear of reprisal: We could encourage the best qualities of youthfulness - curiosity, adventure, resilience, the capacity for surprising insight - simply by being more flexible about time, texts, and tests, by introducing kids to truly competent adults, and by giving each student what autonomy he or she needs in order to take a risk every now and then.

And the more I asked why not, and persisted in thinking about the "problem" of schooling as an engineer might, the more I missed the point: What if there is no "problem" with our schools? What if they are the way they are, so expensively flying in the face of common sense and long experience in how children learn things, not because they are doing something wrong but because they are doing something right?

Is it possible that George W. Bush accidentally spoke the truth when he said we would "leave no child behind"? Could it be that our schools are designed to make sure not one of them ever really grows up?

Do we really need school? Is this deadly routine really necessary? And if so, for what? Someone taught them, to be sure, but they were not products of a school system, and not one of them was ever "graduated" from a secondary school.

Ariel Durant, who co-wrote an enormous, and very good, multivolume history of the world with her husband, Will, was happily married at fifteen, and who could reasonably claim that Ariel Durant was an uneducated person?

Unschooled, perhaps, but not uneducated. And plenty of people throughout the world today find a way to educate themselves without resorting to a system of compulsory secondary schools that all too often resemble prisons.

Why, then, do Americans confuse education with just such a system? What exactly is the purpose of our public schools?

Essay on life insurance corporation

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Essay on life insurance corporation

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