Editor,
Malcolm Baker,
Baker Publishing,
44 Spencer Avenue,
Maketu 3189,
NEW ZEALAND.
The Journal of Crime & Punishment
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TEACHER'S 30th April price TBA
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http://classiclit.about.com/library/bl-etexts/kgrahame/bl-kgrahame-wind-11.htm
Read the collected works of Kenneth Grahame.
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The Toad, having finished his breakfast, picked up a stout stick and swung it vigorously, belabouring imaginary animals. `I'll learn 'em to steal my house!' he cried. `I'll learn 'em, I'll learn 'em!'
`Don't say "learn 'em," Toad,' said the Rat, greatly shocked. `It's not good English.'
`What are you always nagging at Toad for?' inquired the Badger, rather peevishly. `What's the matter with his English? It's the same what I use myself, and if it's good enough for me, it ought to be good enough for you!'
`I'm very sorry,' said the Rat humbly. `Only I THINK it ought to be "teach 'em," not "learn 'em."'
`But we don't WANT to teach 'em,' replied the Badger. `We want to LEARN 'em--learn 'em, learn 'em! And what's more, we're going to DO it, too!'
`Oh, very well, have it your own way,' said the Rat. He was getting rather muddled about it himself, and presently he retired into a corner, where he could be heard muttering, `Learn 'em, teach 'em, teach 'em, learn 'em!' till the Badger told him rather sharply to leave off.
So is teaching a punishment, or is bad teaching a crime? When we go to school, and all the children are asked to place their lunches on the desk in front of them, and many of them have nothing, or just a bag of potato chips, how do we feel? What is wrong with our teachers, that in this day and age, many children still do not go to school. What is wrong with countries like Afghanistan when organisations such as the Taliban can spread their ignorance and issue edicts which forbid women from being educated, and force girls to leave schools and colleges.
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Genomic imprinting is an epigenetic phenomenon by which certain genes can be expressed in a parent-of-origin-specific manner. It may also ensure transposable elements remain epigenetically silenced throughout gametogenic reprogramming to maintain genome integrity.[1] It is an inheritance process independent of the classical Mendelian inheritance. In Homo sapiens, imprinted alleles are silenced such that the genes are either expressed only from the non-imprinted allele inherited from the mother (e.g. H19 or CDKN1C), or in other instances from the non-imprinted allele inherited from the father (e.g. IGF-2). However, in plants parental genomic imprinting can refer to gene expression both solely or primarily from either parent's allele.[2] Forms of genomic imprinting have been demonstrated in fungi, plants and animals.[3]
William Shakespeare
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This story shall the good man teach his son; and Crispin Crispian shall ne'er go by, from this day to the ending of the world, but we in it shall be remember'd;
And gentlemen in England now a-bed shall think themselves accursed they were not here, and hold their manhood's cheap whiles any speaks that fought with us upon Saint Crispin's day. "
Act IV, Scene III
William Shakespeare (/ˈʃeɪkspɪər/;[1] 26 April 1564 (baptised) – 23 April 1616)[nb 1] was an English poet, playwright and actor, widely regarded as the greatest writer in the English language and the world's pre-eminent dramatist.[2] He is often called England's national poet and the "Bard of Avon".[3][nb 2] His extant works, including some collaborations, consist of about 38 plays,[nb 3] 154 sonnets, two long narrative poems, and a few other verses, the authorship of some of which is uncertain. His plays have been translated into every major living language and are performed more often than those of any other playwright.[4]
Sunflowers, by Vincent Van Gogh This image may be subject to copyright.
Leonardo Da Vinci, self portrait.
An anatomist, engineer, mathetician, naturalist and philosopher, as well as a painter, sculptor and architect.
Learning is the act of acquiring new, or modifying and reinforcing, existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curves. Learning is not compulsory; it is contextual. It does not happen all at once, but builds upon and is shaped by what we already know. To that end, learning may be viewed as a process, rather than a collection of factual and procedural knowledge. Learning produces changes in the organism and the changes produced are relatively permanent.[1]