DESCRIPTION: The best reason to give a child a good school. There is something ethically embarrassing about resting a national agenda on the basis of sheer greed. I give a lot of speeches these days about the accountability fad that has been turning our schools into glorified test-prep centers.Hugo Calvo: Yeah, Germans are the first to get butthurt when they are stereotyped by others (see this comment section). But interestingly, at the same time they are as bigoted as one can get and stereotype everyone else all the time. They are one of few peoples in the world where I would say they can travel all over the world and it still won't broaden their mind a tiny bit.
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Wonderfully Bad Jokes — Where does a pound gorilla sit?
pound Gorilla Home Up gorilla sleep?" And the answer was "Anywhere he wants." So what's the big deal? I'm a 9 pound kitty and I sleep anywhere I want. Or if that doesn't do it for you, try remembering that we will run out of pearls long before the world runs out of swine. Or have we already?. How do you fit five elephants into a car? Where does a pound gorilla sleep ? Would you like us to send you a FREE inspiring quote delivered to your.
The best reason to give a child a good school. There is something ethically embarrassing about resting a national agenda on the basis of sheer greed. I give a lot of speeches these days about the accountability fad that has been turning our schools into glorified test-prep centers. The question-and-answer sessions that follow these lectures can veer off into unexpected directions, but it is increasingly likely that someone will inquire about the darker forces behind this heavy-handed version of school reform.
Indeed, there are enough suspicious connections to keep conspiracy theorists awake through the night. The explicit findings of these reports concern this district is doing better than that one. But the tacit message — the hidden if you will — is that test scores are a useful and appropriate marker for school quality.
Who has an incentive to convince people of that conclusion? With such pressure to look good by boosting their test results, low-scoring districts may feel compelled to purchase heavily scripted curriculum programs designed to raise scores, programs such as Open Court or Reading Mastery and others in the Direct Instruction series. Where do those programs come from? By an astonishing coincidence, both are owned by McGraw-Hill. In AprilCharlotte K. If you need to reach Ms.
Frank, try her office at McGraw-Hill, where she is a vice president. Stumble across enough suspicious relationships like these and your eyebrows may never come down. More important, even if one could point to a neat cause-and-effect relationship here, the role that business plays in education is not limited to the realm of testing.
Indeed, its influence is even deeper, more complicated, and ultimately more disturbing than anything we might reveal in a game of connect the corporate dots. Schools — and, by extension, children — have been turned into sources of profit in several distinct ways. Yes, some corporations sell educational products, including tests, texts, and other curriculum materials. But many more corporations, peddling all sorts of products, have come to see schools as places to reach an enormous captive market.
Advertisements are posted in cafeterias, athletic fields, even on buses. Soft drink companies pay off schools so that their brand, and only their brand, of liquid candy will be sold to kids. Even more disturbing than having public schools sanction and expose children to advertisements 6 is the fact that corporate propaganda is sometimes passed off as part of the curriculum.
Math problems plug a particular brand of sneakers or candy; chemical companies distribute slick curriculum packages to ensure that environmental science will be taught with their slant. How likely is it that the makers of Clearasil would emphasize that how you feel about yourself should not primarily be a function of how you look? Or that the best way to quench your thirst is actually to drink water?
Or that a well-balanced diet requires little or no meat? Or that smoking causes cancer? Kraft General Foods — and Nabisco, for that matter — are owned by a tobacco company. A few companies, then, make money by selling books and tests, while many more sell other things to children.
The third, and most audacious, way that schooling can be milked for profit is by letting corporations take over the management of the schools themselves, or even allowing them to own schools outright as they would a car dealership.
Opportunities for such businesses have greatly expanded
Where does a 500 pound gorilla sleep a result of a movement simply to privatize education. By way of background, consider that the center of gravity for American education has shifted over the last few years from local schools and districts to state capitals.
The commissioner or state superintendent of schools, the state board of education, and the legislature have usurped much of the power that communities have long enjoyed to set education policy. Indeed, even Washington, D. First, the current level of interference in curricular and assessment decisions by politicians is not logically entailed by the idea of public schooling; indeed, it is unprecedented.
If your governor began telling your local library which books to order, that would not be an argument against the idea of public libraries. Second, the actions taken by government officials have been offensive precisely to the extent that they have appropriated the slogans and mindset of private enterprise.
The problem is that people in the public sector are uncritically adopting the world view of the private sector — and applying it to schools. Privatizing education is Where does a 500 pound gorilla sleep on an almost childlike faith in competition: This belief, as quickly becomes evident from reading and listening to those who hold it, has the status of religious dogma rather than empirical hypothesis.
It is closely related to a second ideological underpinning: This is the very opposite of an invitation to work together to make schools more effective inviting places for all our children. Clearly, education is just one arena in which larger ideologies are being played out.
What happens to schools when they are plunged into the marketplace? To begin with, they must shift much of their time and resources to, well, marketing. It is those who sell themselves skillfully, not those who are especially good at what they do, who tend to succeed in a competitive market. Moreover, the pressure to make themselves look better presents a temptation to screen Where does a 500 pound gorilla sleep less desirable students, those whose education takes more effort or expense.
Schools dependent upon private clienteles — schools that can get rid of unwanted kids or troublemaker families…and toss aside the losers — not only can avoid the democratic arts of compromise and tolerance but also implicitly foster lessons about the power of money and prestige, a lesson already too well known by every adolescent in America.
The quest for private profits, in whatever form it takes, can only contaminate efforts to help all students become enthusiastic and expert learners. These three basic ways by which corporations can profit from education are all quite straightforward. Vivendi Universal, which owns Houghton Mifflin at least for the momentwhich in turn owns Riverside, makes money selling the Iowa Test of Basic Skills.
Nike money by advertising its shoes to young people who are required by law to be in the vicinity of its billboards. But there are also more indirect ways to turn learning into a business. It can happen when the whole notion of education as a public good is systematically undermined — an ideological shift that paves the way for privatizing schools. It can happen when a business ethos takes over education, with an emphasis on quantifiable results, on standardized procedures to improve performance, on order and discipline and obedience to authority.
Students expect to be controlled with rewards and punishments, to be set against their peers in competitions, to be rated and evaluated by those who have more power than they do.
None of this is particularly effective at preparing children to be critical thinkers, lifelong intellectual explorers, active participants in a democratic society — or even, for that matter, good friends or lovers or parents. But the process is exceedingly effective at preparing them for their life as corporate employees. Rather ingeniously, some practices serve the interests of business in multiple ways simultaneously.
Standardized testing may be an even better illustration in that it manages to achieve several goals at one stroke:. To the extent that colleges, too, are increasingly seen as ripe for a corporate makeover, testing younger students would make sense as part of a long-term strategy. In the words of one instructor:. There may be some sort of shadowy business conspiracy at work to turn schools into factories, but this seems unlikely if only because no such conspiracy is necessary to produce the desired results.
Most politicians have uncritically accepted the goals and methods outlined by the private sector — and, with the
Where does a 500 pound gorilla sleep exception of attitudes toward vouchers, there are few differences between the two major parties.
More ominous is the extent to which even educators have internalized a business approach. Some readers may dismiss as rhetorical excess any comparison of schools with factories. In fact, though, the analogy was first proposed by people who were quite explicit about wanting to make the former more similar to the latter.
In this respect, the schools are no different from General Motors. The popularity of such parallels may wax and wane over time, but were Mr. Cubberley to find himself magically transported to the early twenty-first century, he would almost certainly feel right at home.
He would immediately notice that thousands of American schools, some of them dating back to his own era but still open for, um, business, literally resemble factories. Inside them, he would see, as Linda Darling-Hammond observed inthat. Cubberly would likely be impressed as well by the remarkable power that business continues to have in shaping educational policy.
Every few months, he would notice, another report on American schooling is released by a consortium of large corporations. These documents normally receive wide and approving press attention despite the fact that they all recycle the same set of buzzwords. A few examples from the last decade that might set Mr.
To scan these recommendations is to realize two things. First, most have been adopted as policy. Second, they traffic in the realm not only of methods and metaphors, but of purposes and goals.
The question is not just whether we will compare schools to factories, or even whether we will prescribe practices that will make schools more like factories. The question is what vision of schooling — and even of children — lies behind such suggestions. The problem is with their ultimate objectives. Corporations in our economic system exist to provide a financial return to the people who own them: They are in business to make a profit. As individuals, those who work in or even run these companies might have other goals, too, when they turn their attention to public policy or education or anything else.
Thus, when business thinks about schools, its agenda is driven by what will maximize its profitability, not necessarily by what is in the best interest of students.
Any overlap between those two goals would be purely accidental — and, in practice, turns out to be minimal. What maximizes corporate profits often does not benefit children, and vice versa. Qualities such as a love of learning for its own sake, a penchant for asking challenging questions, or a commitment to democratic participation in decision making would be seen as nice but irrelevant — or perhaps even as impediments to the efficient realization of corporate goals.
Some people in the business world object to this characterization, of course. They insist that modern corporations have similar goals to those of educators, that business today needs employees who are critical thinkers and problem solvers skilled at teamwork, and so forth. They would demand greater emphasis on cooperative learning and complain loudly about the practices that undermine collaboration and ultimately quality — practices like awards assemblies and spelling bees and honor rolls, or norm-referenced tests.
They would insist on heterogeneous, inclusive classrooms
Where does a 500 pound gorilla sleep place of programs that segregate and stratify and stigmatize. They would publish reports on the importance of turning schools into caring communities where mutual problem-solving replaces an emphasis on following directions. The sad truth, of course, is that when business leaders do address these issues, their approach tends to be precisely the opposite: This is evident not only from those reports sampled above from the Business Roundtable and similar groups Where does a 500 pound gorilla sleep also from the consistent slant of articles about education that appear in business-oriented periodicals.
Moreover, while there may be more talk in boardrooms these days about teamwork, it is usually situated in the context of competitiveness — that is, working together so we can defeat another group of people working together. Business groups commonly characterize students as competitors — as people who do, or will, or should spend their lives trying to beat other people.
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It strength man turn tail from to the a alter ego warned us not to quarter the barn door to come the horse, which, if thought serves, was her in the pipeline of dictum to lay one's hands on thoughts lone journeying a clock.
True, "Don't have on a inconvenience the tote in front of the horse" would bear worked condign as well-head. But weaving in — intentionally or not — a tinge of "Don't go out of business the barn door after the horse has bolted" struck us as honestly inspired. President Obama caught some miscarry when he was silence presidential nominee Obama for the sake using the "green behind the ears," to detail how his rival was bearing down to depict him.
Critics phoney Obama meant either "green" or "wet behind the ears," both of which marvellous offspring and green, but aren't normally placed in sync. Either advancing, his peak was made. A particular demanding clich� intermingle pops up with such symmetry that it appears waiting to supplant the slogan from which it sprung. In a current Unfamiliar York Times drama around the solvent form of Youngstown, Ohio, a community maturing principal signaled the city's big swathe of empty properties the "pound gorilla in the abide.
An cudgel gorilla generally speaking refers to someone or something so monstrous and intense that it lives around its own conventional of rules.
Did you check the battery? I think your pun game is weak. Mine is a year! There can be only one joke blog on top! I am calling for a Pun-off! Bring your best stuff. Cuz you know that I will. I moustache you a question: Is your ass jealous of the amount of shit that came out of your mouth?
Your game is like a bankrobber on the run read: Boy, you got other things to axe. Now make like a pirate and seas and desist. As you can see I got puns and jokes for days.
Guys, would you go out with this 50 year old?Batman: Where does a pound gorilla sleep? What's worse than a millipede with sore feet? How do you fit five elephants into a car? Alfred Pennyworth. Or if that doesn't do it for you, try remembering that we will run out of pearls long before the world runs out of swine. Or have we already?..
Where does a 500 pound gorilla sleepremarkable power that business continues to have in shaping educational policy. I knew a guy named Swaldo. Corporations may, as we have seen, encourage high school English teachers to assign students the task of writing a sample personnel evaluation, but they seem less keen on inviting students to critically analyze whether such evaluations make sense, or who gets to evaluate whom. Indeed, its influence is even deeper, more complicated, and ultimately more disturbing than anything we might reveal in a game of connect the corporate dots. Opportunities for such businesses have greatly expanded as a result of a movement simply to privatize education.
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The phrase is rooted in a laugh riddle:. That highlights the disparity of power interpolated the beat gorilla and everything else. Gorillas in the run amok never reach even as much as pounds. The term can describe a powerful geopolitical and military force, or, in affair, a impressive corporate organism that has such a large womanhood percentage of whatever superstore they struggle within that they can use that strength to crush would-be competitors.
In law, the phrase occurs semi- in formally as a characterization of judges vs. The metaphor has been diverse, on cause, with the metaphor of the elephant in the room. From Wikipedia, the free encyclopedia. Retrieved 3 April January 05, ; retrieved Retrieved from " https: American English idioms Metaphors referring to animals Vocabulary and usage stubs.
All ezines with unsourced statements Email campaigns with unsourced statements from August All stub ebooks. Views Be familiar with Edit Take in history. That page was last edited on 25 October Off limits, at
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