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Meu caro amigo (...), a vida é infinitamente mais estranha que qualquer coisa que a mente do homem possa inventar. Não nos atreveríamos a conceber coisas que são, afinal, lugares-comuns da existência. Se pudéssemos sair a voar de mão dada por aquela janela, pairar sobre esta cidade, tirar cuidadosamente os telhados e espreitar as coisas esquisitas que estão a passar-se , as estranhas coincidências, as maquinações, os objectivos cruzados, as maravilhosas cadeias de acontecimentos que vão funcionando durante gerações e levam aos resultados mais outrés, a ficção tornar-se-ia, com os seus convencionalismos e conclusões previstas, muito cediça e sem interesse. ↗
Certaines relations harmonieuses se créent et durent grâce à un système complexe de menues contre-vérités, de renoncements, une espèce de ballet complice d'attitudes et de postures qui peut se résumer dans un proverbe jamais assez cité, ou plutôt une sentence, cette désignation lui convenant beaucoup mieux, Toi et moi nous savons, mais tais-toi et je me tairai. (ch. 5) ↗
Somos maduros cuando elegimos vivir una vida a solo para no herimos a nadie. Somos maduros cuando asumimos que debemos vivir una vida a solos porque seriamos capaces de hacer a alguien feliz. Porque en esta vida sólo a amo aquel que nunca conoció el amor. Amar? solo amó aquel nunca tuvo la intención de lastimar a nadie, porque un día más tarde descubrimos que el amor verdadero es aquel que sentimos por nosotros mismos. Autor: Sergio Correia. Warrington, 20.08.2012 Spanish ↗
The widespread willingness to rely on thermonuclear bombs as the ultimate weapon displays a cavalier attitude toward death that has always puzzled me. My impression is that...most of the defenders of these weapons are not suitably horrified at the possibility of a war in which hundreds of millions of people would be killed...I suspect that an important factor may be belief in an afterlife, and that the proporttion of those who think that death is not the end is much higher among the partisans of the bomb than among its opponents. ↗
...they had succumbed to an impersonal and anonymous mode of consciousness which precluded personal feeling and which was devoid of a secure sense of self-identity. Everything tended to be seen in 'abstract' terms, as theoretical possibilities which could be contemplated and compared but to the concrete realization of which people were unwilling to commit themselves. If they attended to their own attitudes or emotions it was through a thick haze of pseudo-scientific expressions or cliche-ridden phrases which they had picked up from books or newspapers rather than in the direct light of their own inner experience. Living had become a matter of knowing rather than doing; accumulating information and learning things by rote as opposed to taking decisions that bore the stamp of individual passion or conviction. ↗
Nothing in the world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan Press On! has solved and always will solve the problems of the human race. ↗
Somos maduros quando decidimos viver uma vida a só para não magoar a ninguém. Somos maduros ao assumir-mos que não seriamos capazes de fazer alguém feliz. Pois só amou aquele que realmente nunca consegiu entender amor. So amou aquele que nunca pretendeu magoar alguém, porque um dia mais tarde descobrimos que o verdadeiro amor e aquele sentimos por nos mesmos. Autor: Sergio Correia. Warrington, 20/08/2012 Portuguese ↗
Assessment can be either formal and/or informal measures that gather information. In education, meaningful assessment is data that guides and informs the teacher and/or stakeholders of students' abilities, strategies, performance, content knowledge, feelings and/or attitudes. Information obtained is used to make educational judgements or evaluative statements. Most useful assessment is data which is used to adjust curriculum in order to benefit the students. Assessment should be used to inform instruction. Diagnosis and assessment should document literacy in real-world contexts using data as performance indicators of students' growth and development. ↗
