203 quotes found
"Should the computer program the kid or should the kid program the computer?"
"Now, given that picture of a rapid change of society, one would expect to see a rapid evolution of the institutions charged with preparing the young for it. We do not see this. We see a much slower rate of evolution of the school and that means we're seeing a bigger and bigger gap between school and society. This gap is what I believe is responsible for the deterioration of performance in our schools and our educational systems. Because the children can see this; they can see that school is irrelevant. They feel that the pace of school and the mood of the school culture is out of sync with the society in which they live. And so it becomes harder and harder to get them to buy into the idea that school is satisfying their needs, that school is a bridge to the 21st century, as our political leaders keep on reiterating."
"Many children who grow up in our cities are surrounded by the artifacts of science but have good reason to see them as belonging to "the others"; in many cases they are perceived as belonging to the social enemy."
"In my vision, space-age objects, in the form of small computers, will cross these cultural barriers to enter the private worlds of children everywhere. They will do so not as mere physical objects. This book is about how computers can be carriers of powerful ideas and of the seeds of cultural change, how they can help people form new relationships with knowledge that cut across the traditional lines separating humanities from sciences and knowledge of the self from both of these. It is about using computers to challenge current beliefs about who can understand what and at what age. It is about using computers to question standard assumptions in developmental psychology and in the psychology of aptitudes and attitudes. It is about whether personal computers and the cultures in which they are used will continue to be the creatures of "engineers" alone or whether we can construct intellectual environments in which people who today think of themselves as "humanists" will feel part of, not alienated from, the process of constructing computational cultures."
"In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of master over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building."
"A programming language is like a natural, human language in that it favors certain metaphors, images, and ways of thinking. The language used strongly colors the computer culture. It would seem to follow that educators interested in using computers and sensitive to cultural influences would pay particular attention to the choice of language. But nothing of the sort has happened. On the contrary, educators... have accepted certain programming languages in much the same way as they accepted the QWERTY keyboard. An informative example is the way in which the programming language BASIC has established itself as the obvious language to use in teaching children how to program computers... Today, and in fact for several years now, the cost of computer memory has fallen to the point where any remaining economic advantages of using BASIC are insignificant. Yet in most high schools, the language remains almost synonymous with programming, despite the existence of other computer languages that are demonstrably easier to learn and are richer in the intellectual benefits that can come from learning them. The situation is paradoxical. The computer revolution has scarcely begun, but is already breeding its own conservatism."
"BASIC is to computation what QWERTY is to typing. Many teachers have learned BASIC, many books have been written about it, many computers have been built in such a way that BASIC is "hardwired" into them. In the case of the typewriter, we noted how people invent "rationalizations" to justify the status quo. In the case of BASIC, the phenomenon has gone much further, to the point where it resembles ideology formation. Complex arguments are invented to justify features of BASIC that were originally included because the primitive technology demanded them or because alternatives were not well enough known at the time the language was designed."
"One might ask why the teachers do not notice the difficulty children have in learning BASIC. The answer is simple: Most teachers do not expect high performance from most students, especially in a domain of work that appears to be as "mathematical" and "formal" as programming. Thus the culture's general perception of mathematics as inaccessible bolsters the maintenance of BASIC, which in turn confirms these perceptions."
"It is not uncommon for intelligent adults to turn into passive observers of their own incompetence in anything but the most elementary mathematics. Individuals may see the direct consequences of this intellectual paralysis in terms of limiting job possibilities. But the indirect, secondary consequences are even more serious. One of the main lessons learned by most people in math class is a sense of having rigid limitations. They learn a balkanized image of human knowledge which they come to see as a patchwork of territories separated by impassable iron curtains."
"An unknown but certainly significant proportion of the population has almost completely given up on learning. These people seldom, if ever engage in deliberate learning and see themselves as neither competent at it nor likely to enjoy it. The social and personal cost is enormous... Deficiency becomes identity: "I can't learn French, I don't have an ear for languages;" "I could never be a businessman, I don't have a head for figures;"... These beliefs are often repeated ritualistically, like superstitions... Although these negative self-images can be overcome, in the life of and individual they are extremely robust and powerfully self-reinforcing. If people believe firmly enough that they cannot do math, they will usually succeed in preventing themselves from doing whatever they recognize as math. The consequences of such self-sabotage is personal failure, and each failure reinforces the original belief. And such beliefs may be most insidious when held not only by individuals, but by our entire culture."
"Our children grow up in a culture permeated with the idea that there are "smart people" and "dumb people". The social construction of the individual is as a bundle of aptitudes. There are people who are "good at math" and people who "can't do math." Everything is set up for children to attribute their first unsuccessful or unpleasant learning experiences to their own disabilities. As a result, children perceive failure as relegating them either to the group of "dumb people" or, more often, to a group of people "dumb at x" (where, as we have pointed out, x often equals mathematics). Within this framework children will define themselves in terms of their limitations, and this definition will be consolidated and reinforced throughout their lives. Only rarely does some exceptional event lead people to reorganize their intellectual self-image in such a way as to open up new perspectives on what is learnable."
"I have asked many teachers and parents what they thought mathematics to be and why it was important to learn it. Few held a view of mathematics that was sufficiently coherent to justify devoting several thousand hours of a child's life to learning it, and children sense this. When a teacher tells a student that the reason for those many hours of arithmetic is to be able to check the change at the supermarket, the teacher is simply not believed. Children see such "reasons" as one more example of adult double talk. The same effect is produced when children are told school math is "fun" when they are pretty sure that teachers who say so spend their leisure hours on anything except this allegedly fun-filled activity. Nor does it help to tell them that they need math to become scientists---most children don't have such a plan. The children can see perfectly well that the teacher does not enjoy math any more than they do and that the reason for doing it is simply that it has been inscribed into the curriculum. All of this erodes children's confidence in the adult world and the process of education. And I think it introduces a deep element of dishonestly into the education relationship."
"The kind of mathematics foisted on children in schools is not meaningful, fun, or even very useful. This does not mean that an individual child cannot turn it into a valuable and enjoyable personal game. For some the game is scoring grades; for others it is outwitting the teacher and the system. For many, school math is enjoyable in its repetitiveness, precisely because it is so mindless and dissociated that it provides a shelter from having to think about what is going on in the classroom. But all this proves is the ingenuity of children. It is not a justifications for school math to say that despite its intrinsic dullness, inventive children can find excitement and meaning in it."
"Frank Rosenblatt... invented a very simple single-layer device called a Perceptron. ...Unfortunately, its influence was damped by Marvin Minsky and Seymour Papert, who proved [in Perceptrons: An Introduction to Computational Geometry (1969)] that the Perceptron architecture and learning rule could not execute the "exclusive OR" and therefore could not learn. This killed interest in Perceptrons for a number of years... It is possible to construct multilayer networks of simple units that could easily execute the exclusive OR... Minsky and Papert would have contributed more if they had produced a solution to this problem rather than beating the Perceptron to death."
"If you want to go fast, go alone. If you want to go far, go together."
"I believe that whatever I do has to resonate with what I believe is my purpose in life."
"We make democracy work for all."
"Inequality is a double-edged sword."
"Integrity is the hidden dimension to ethics."
"Just do the right thing because it is the right thing to do."
"I need to listen well so that I hear what is not said."
"We didn't know if ordinary lunatics or just unstable people on the ground could feel incited to harm me."
"Follow your heart, whatever you do. You are placing your fate and our fate in the hands of men and women who are going to govern at national and provincial level."
"“Through life I have learned that the most important critic whose judgement of my actions matters is my conscience.""
"“Hope is that little spark that gives you faith in the possibility of a future that seems unattainable.”"
"“This morning I’m reminded that it’s Grace that took me to every place I’ve been, led me through challenges and Grace that’s brought me here.”"
"“One of the greatest gifts you can give to a person in need of hope is a smile.”"
"“At the start of a new week it helps to focus ahead only looking back briefly on lessons learned and mistakes not to be repeated.”"
"It’s vital that every girl determines, as early as possible, who she is and what her contribution to humanity will be."
"Birds have always been my companions. I am a very lonely person. They are the only real friends that I have had. Sometimes I think I should have been a bird. I even paint like a bird. You will notice that all my landscapes are done from a bird’s view, high up and far away."
"But of course she is also known for her landscapes. Her practice was quite contentious in terms of the subject. Many critics argued that it was influenced by the white people she was in contact with, for instance her gallerist. For me, there is something very exciting about her imagery of birds and landscapes."
"Transformation must happen in a way that sees disadvantaged communities receive the resourcing they need."
"My move was controversial because it stepped on a few toes"
"The global crisis we are experiencing right now I believe, is showing us the need for universities."
"Success is built on persistence, patience and consistence"
"Life is going to be challenging, unfair and difficult. Whatever happens, make sure you never ever give up."
"Turbulent times taught me a lot about life. I learned that some of life’s brightest moments come in the darkest hours. I learned to never lose hope."
"When things are tough, I remind myself of what big dreams, faith and optimism can produce."
"Human beings have a tendency to be mean to others in order to feel better about themselves."
"The world out there will test your ethics and therefore teach you ethics every day."
"You do not have to agree with me. A disagreement does not mean that we are enemies or that we have to be disrespectful to one another."
"Go ahead and be ambitious, but be ready for the hard work."
"Smart work only happens after hard work. There is no substitute for hard work.There is no smart work without hard work."
"With hard work and consistency, anything is possible."
"Everyone can get better over time through hard work"
"You can change your life and your situation by working hard"
"Hard workers take on the responsibility of changing their lives."
"The lack of a desire to work hard is a great weakness."
"Hard workers do not wait for things to be done for them. They make things happen."
"There is no doubt that I work hard."
"If you want to travel, be clear about why you want to travel."
"There are people today, who tell our young people not to work hard but to work smart."
"A sense of urgency in our young people about succeeding in higher education."
"Stay true to your dream. Believe in your dream and keep pushing until you see it happen."
"It is only through “doing” that we can find solutions."
"You can’t win on talent alone. Talent on its own does not produce success."
"Start with the “why” and then the “what” and the “how” will be clear"
"Success requires hard work whether you are a tennis player, an artist, a scientist, a writer or an entrepreneur."
"Talent that is not supported by hard work ultimately runs out of steam and fails."
"Nowadays, everyone wants to be an overnight success."
"Starting at the bottom builds character. It is the best way to learn."
"Starting at the bottom makes you hungry and determined."
"If you ever have an opportunity to start at the bottom, don’t look down on it."
"Go out there, be free and achieve your goals."
"The right attitude is to believe that you can cultivate your abilities and develop talents through practice."
"When given an opportunity, use it well."
"It is within you to carve out your future and create your own destiny."
"Keep the feeling of endless possibilities alive for as long as possible"
"There was a time in my life when I thought everything about me was not right and needed fixing. I thought I was not smart enough, I thought my bum was too big and my eyes too small. It has taken me many years to be okay with being different."
"We are always in the process of becoming and so I remain a work in progress."
"Most of my life is faith. When I have a dream, I pursue it without thinking about what would happen if it doesn’t work and this is what makes me"
"Your actions have consequences. When you choose an action, you are also choosing its consequences"
"Your good name and reputation make you who you are. Don’t give them away"
"It’s never too early or too late to learn or get your ethical act together."
"Your good name and reputation are bigger than the job, the deal, the promotion and the money."
"Make sure you choose mentors whose ethical choices you admire"
"I have become my own cheerleader and because of that, positive things are happening around me."
"Sometimes, all you need to do is take the first step with the faith that everything will be fine."
"Believe that something positive will happen even in the absence of any supporting evidence."
"Truth is that you cannot make a comeback if you are never lost."
"Those of us in positions of power should be willing to invest our time in supporting those who are willing to be the ‘right people’. Don’t always look for the finished product, get involved in the process of creating the right people."
"As a leader, my priorities are transformation, excellence and sustainability. These priorities are interrelated because excellence without transformation is not sustainable, and where there is transformation without excellence, there is no integrity."
"When you work with young people, it’s important to be visible on social media because that’s where young people hang out."
"In a place where patriarchy is the norm, public space is defined as belonging to men, and women are outsiders made to live in accordance with parameters set by men. How women dress, act, and engage in those spaces is strictly regulated by these social habits/norms."
"Places, where patriarchy is the norm, allow men to cause discomfort, embarrass, berate, harass, and sometimes even violently attack women for their existence as the opposite sex."
"We women in leadership need to be mindful that we are [doing this] not just for ourselves but for the women who come after us. So, let’s get on and do it boldly."
"The challenge South Africa is having is poverty and unemployment and the biggest barrier to this is the skills gap."
"Work is love made visible"
"They stripped him of the very dignity we had spoken about in discussing Nineteen Eighty-Four, and they did it because, to them, he was 'just another kaffir', and that is what I will never forgive them for."
"The issue is that women have to realise how phenomenal, creative and innovative they are. We don’t believe that we need to “fix” women for success in the corporate world. Rather, we need to get them to appreciate their potential and their power."
"I want to help women achieve their career goals and navigate obstacles, and provide our alumnae with ongoing education and the opportunity to share their experiences."
"In corporate culture there is a language of gender bias that we are unaware of: it’s called “benevolent sexism”.’ An example of this is when a male colleague or supervisor refers to a highly trained, qualified female engineer as “honey” or “meisje”. ‘Everyone acts as if it’s okay. It’s not. Deconstruct it. It’s not being friendly. It’s a power thing."
"I’m always slightly embarrassed thinking back to how I just didn’t see things that are often blindingly obvious to me today. For instance, the way business education often perpetuates gender bias, through texts, cases, business speakers, and even faculty. The turning point came when I undertook research into social networks amongst our MBA students. I wanting to see if there was real collaboration amongst the extremely diverse student population in the RSM classroom. Were the Japanese working with the Spanish? Were the Nigerians socialising with the Dutch? Were the Mexicans exploring innovative ideas with the Chinese?"
"The results of the research showed that women skewed towards men in trust situations at work. The question I had asked was, if you had a risky project, who would you ask to be on your team, and many women chose men. At first, I blamed the women. This is ridiculous; I wanted to say to them! Open your eyes! Thankfully, we had some very good reviewers who thought that the results of the research were good but suggested that a more critical appraisal was necessary."
"I wanted to show people that although I had cancer, was not ill. I was still able to add value and do things in spite of the chemo and the damned tumours it was desperately fighting. This was important to me because a cancer diagnosis often gets one marginalised."
"Many women stay in job or remain in a toxic environment because they are scared. My message to them is do not sell out who they are in exchange for safety. It takes courage to move because it takes you outside your comfort zone, especially the first time you do it. However, you will soon realise that your world does not collapse when you find the courage to change and get off the hamster wheel."
"Throughout my life, I have had great mentors and sponsors who believed in me, probably more than I believed in myself. They gave me the courage to do what I wanted to do."
"If you cannot find something positive to say about another woman, say nothing at all."
"Go out of your way to find reasons to amplify the good work women in your organisation and network are doing."
"Your credibility is built when others speak positively about you. Do the same for them whenever, and wherever, you can."
"You can lead from wherever you are. Even if you are in a junior position, you can mentor and speak positively about other women. It is wrong to think that you can only lead when you are in a leadership role."
"Leadership is about helping reveal the talents that everyone is born with. As women, our talents are frequently ignored or overlooked. As a leader, and as colleagues and friends, you can help reveal these talents and give people the space, encouragement and courage to explore them. This is what I have built ECWO on: giving women the research-backed understanding that it is not their fault if they are in a toxic environment or if their boss does not want to promote them."
"It will push women to move outside their comfort zone and give them the confidence to be less modest and allow their talent to shine. They will learn to push boundaries in innovation, accept risk, and welcome leadership roles."
"The bias against women’s progression is more of a systemic problem. What needs to change are the social views and attitudes in society that hold women back from taking leading roles in organizations of all types."
"I would advise that women remain aware of gender stereotypes and the implicit bias that this produces—in others and in themselves. They should not be afraid to debate and question issues of diversity within and beyond the classroom."
"An MBA is a movable asset, you take it with you wherever you go."
"An MBA is truly a transformational experience. You learn so much about yourself, you gain business knowledge, and you make invaluable and lasting friendships. I would encourage more women to think about doing an MBA."
"We all have those roads-in-the-yellow-wood dudes –the unready loves who left us, or we left. Sometimes, in the small, shuddery hours, they come back. I think about them; I’m glad I knew them. Life is long. If you’re lucky."
"Novels are the most terrifying of the forms, apart from screenplays (which are basically the haiku of the fiction world, and which is why the good ones are hardly ever written by just one person)."
"Writing is an aptitude. Sometimes you have more time and inclination for it, and sometimes you have children."
"We steal; we hoard; we like the sounds of our own voices."
"We all experience longing and magic, but we aren’t always good at knowing when they’re happening to us. Longing and magic don’t go away because we get older or more disappointed with our circumstances and selves."
"Middle-aged love is so devastating because this time round, you know exactly what’s at stake! Old-aged love is going to knock your thrombosis socks clean off!"
"The archaeology of aging is so interesting – what people think they are allowed to do; what they actually can do."
"Don’t do it. But also: if you want to, you will."
"Let us dig the soil of bitterness, throw in a seed, show love, and see what fruits will grow. Love will not come without forgiving others. Where there was a bloodstain, a beautiful flower must grow."
"It is important for women to be aware of their common lot. It is important for women to stand together and rise together to meet our common enemies—illiteracy, poverty, crime, disease, and stupid, unjust laws that have made women feel so helpless as to be hopeless."
"The Black man must enter the white man’s house through the back door. The Black man does most of the dirty work… Black man cleans the streets but mustn’t walk freely on the pavement; Black man must build houses for the white man but cannot live in them; Black man cooks the white man’s food but eats what is left over."
"We’d never really known father before. And now living close to him and seeing him at close quarters, I realised that his face was unlikeable."
"You’ll come back and be able to look after yourself and the two you’re leaving behind."
"The Black man must enter the white man’s house through the back door. The Black man does most of the dirty work…"
"When they were not working they had children without being able to secure a man they could really call a husband."
"I always loved mathematics, and was inspired by particular teachers in both primary and secondary schools, and so I went to University to study mathematics."
"I gave “extra mathematics lessons” while I was doing my degree and enjoyed this (as well as earning quite well from it) and so went on from a B Sc to do my professional teaching diploma."
"Psychology was my second major – this also wasn’t in my original plan – I had thought I would do Applied Maths, but I enjoyed Psychology in first year and so continued, and then enjoyed work on child development, learning and so on."
"I moved into teaching – rather than set out to teach, or work in education. When I began my working career as a secondary mathematics teacher, I had no intention of becoming an academic and researcher in education. My first post was in a so-called ‘coloured’ school in Cape Town, a school with a strong political identity tied to the Unity Movement."
"We need really curious leaders"
"because then you don’t make assumptions, you don’t take diversity views for granted."
"Once you get a big role, that's the starting line, not the finishing line. So it's really, how do you understand what the need is from your organization and in society?"
"If you don't know as a leader what your license to operate is from society, then you've got tunnel vision. So it's understanding the context, what society expects, what the organization needs, and having to adapt yourself and evolve.” Asked about the way forward"
"You have to be vulnerable. You have to recognize you don't know the answers. Good ideas can come from anywhere"
"Broadly my time is shared between supporting the professional development work we do in schools, and doing and supporting the research that is linked to this work, with a large proportion of time supporting full time doctoral students in the project. I teach less than I did before. I travel internationally a fair amount, to conferences and for other international work I do."
"I think our whole field of educational research in South Africa is relatively young. There is so much we need to know more about, and from the empirical base of our schools, classrooms and learners. I think the transition years from primary into secondary mathematics what teachers need to know and do to teach across subjects at that level are very poorly understood. This is critical in mathematics where the move to greater abstraction and working with symbolic forms emerges. It is also a critical point where we need to know more about what it means to learn and teach mathematics in a dominant minority but extremely powerful language (English)."
"Interesting as I think about this, Eva Hoffman’s Lost in Translation had an immense effect on me. I happened to read this while I was working on my PhD, and it provided a different gaze on what it meant to learn and live in a language that was not your mother tongue, or as she called it, the language of her heart and emotions. I have since read much of her work, the most powerful of which was After Such Knowledge: Meditations on the Holocaust. The latter, a philosophical and social commentary rather than an academic text, has contributed significantly to my understanding of the social world, as well as some of my own location in history."
"Most influential at the start of my academic career was Lev Vygotsky’s work: Mind in Society and Thought and Language. As a mathematics education researcher I am always working between educational theory and literature in mathematics education. With my early work on teaching mathematics in multilingual classrooms, David Pimm’s book Speaking Mathematically was pivotal in turning my attention to mathematical language more generally. More recently, with my interest in mathematical knowledge in and for teaching and particularly what is produced as mathematics in teacher education practice, influential resources are Basil Bernstein’s Pedagogy, Symbolic Control and Identity, and Anna Sfard’s Thinking as Communicating and then the extensive work done by Deborah Ball in the past decade. I could go on, as I enjoy reading, and spend time relaxing with whodunnit."
"For me it was worth trying out a few different things until I found what I liked. Even though it might have seemed undirected at the time, I ended up with some really useful skills"
"My research helps create the landscapes and environments that support us"
"Being creative is a huge part of being a good scientist. You need to find new ways to look at old problems and you must be able to design experiments that reveal new information"
"In other words, a scientist needs vision."
"Young people still care about the problems of the world and are willing to solve them, and they know that having fun is part of life"
"I work on understanding the dynamics of savanna ecosystems in the context of global change. My work integrates field ecological data, remote sensing, modelling, and biogeochemistry."
"I am involved in collaborative research projects with Yale University, Edinburgh University and the University of Liverpool among others which variously work on fire-grazer interactions, inter-continental savanna comparisons, the importance of land-atmosphere feedbacks, and pursuing a global theory of fire."
"I’m constantly looking for new ways to reach people"
"So we’ve had a youth centre down in Masiphumelele for years. But we realised that we were missing young men aged between 17 and 29. So we have built a health park alongside the youth centre, basically it’s a gym with all the latest equipment."
"So the message now is: ‘get ripped, get prepped.’ You know, if you want to look gorgeous, if you wanna be attractive, build your muscles, but have a healthy penis too."
"And in the middle of the health park, we still have the sexual reproductive health clinic"
"Plus a mental health support component. We are seeing a ton of mental health difficulties post-COVID. So just some basic support. Somebody who can sit next to you and say: ‘I see you, I feel your pain. If you are using substances, can you use less? If you’re smoking, can you smoke less?’ We’re trying to address the non-communicable diseases as well."
"There is an epidemic of obesity now. So we are trying to say to young women: ‘this BMI [Body Mass Index] is going to get you into trouble. What can we do, sister? How can we help you? What’s your diet? Can we advise around the dietary side?’ You know, gentle engagement around non-communicable diseases"
"To be honest, I’m 62, so I kind of feel like my career is – with the lens that the glass is half full – that I am at a career summit somehow. I suppose I’ve been quite reflective in thinking what has been achieved and what still needs to be done."
"I’ve got a lot of thoughts now about ensuring that the Desmond Tutu Health Foundation and the Desmond Tutu HIV Centre are in stable and sustainable spaces. But you’re right, it’s such an exciting time in prevention, particularly antiretroviral-based prevention. I’ve also been looking back on 40 years of the epidemic: What have we done?"
"I’m a paleontologist, and a biologist. The particular area that I work in is called paleobiology. I use my understanding of bone structures of modern animals to make extrapolations to the fossil record."
"When fossils are found, people try to identify and understand the fossil itself. But my research goes beyond that. I want to try and understand something about the animal when it was living — how long did it take to grow, what kind of factors affected its growth, did it have any disease, was it male or female."
"My second book is called . This book is about is the history of life on earth from a perspective of the African continent. It’s like a big picture story. The book was aimed at the high school level but can also be enjoyed equally by adults.One of my very big interests is to promote science through different platforms."
"Kids have so much information about the prehistoric world, it is unreal. They know the geological time, they know about predators and prey and the names of so many dinosaurs."
"South Africa certainly has unique issues. As you know, our country has the legacy of the apartheid. So for me, as an Indian woman, growing up in South Africa meant that there were certain restrictions — which universities I could attend, what I could do. If you look at the numbers of black women in science in South Africa"
"I often work with the Association for South African Women in Science and Engineering and I’m very involved in trying to promote and encourage young people to come into science"
"I was lucky enough to be mentored by Dr. Botha de Meillon, the doyen of African Anopheles mosquitoes and author of several books on the topic, who encouraged me to embark on post-graduate studies at Wits University."
"Throughout my career, my research has focussed on the mosquitoes that transmit malaria parasites and how to control them. I have studied their morphology, chromosomes, and isoenzymes, cross-mated them, and bred them in huge numbers in the laboratory."
"The project I was involved in, in northern South Africa, looked at the effectiveness of reactive or targeted IRS (responding only when there was a malaria case) versus proactive IRS (the standard IRS blanket spraying program carried out at the beginning of the season) and how much each cost per annum."
"Entomology is quite often neglected but is critically important if real control or elimination is to be achieved. Capacity building in entomology would also be a crucial aspect that could be addressed by the savings made in targeted IRS."
"It's hard for anybody. There are people who are comfortable -- I don't know what the percentage of the people who are comfortable or are not comfortable [is], with people being differently able. I wrote in my book"
"It might have to do with how my mother was, and I observed her dealing with people who were different and as matter of fact and equal to anybody else, as deserving of respect and kindness. People have asked me over the years, "How do you work with people who are differently abled?" I always say,"
"I just have to learn what their special needs are. And what I'm going to do with them, I do with everybody. I want to find out what they're capable of, not what they're not capable of -- I mean, we know what they're not capable of, but it's so different for everyone, even if you don't have a physical disability."
"Everybody underestimates. And then there are people that think, am I a freak? Am I kinky? Is this strange? And I always say, "No." Find the person who loves to do what you love to do, and then you'll have the best relationship."
"If you're with somebody you feel is judging you when you make a suggestion, give it a try if you're really attracted to the person, but I wouldn't stick around for that."
"The Role of Gender-Responsive Organizations in Global Science," explaining the concept and expanding on it. Being gender-responsive, she said, means creating an environment that promotes an inclusive approach, recognizing the needs of both women and men."
"There are still many unconscious biases that prevent building a workplace where everybody is appreciated, respected and treated equally. Unfortunately."
"We tend to think that numerical gender parity is a good achievement in itself and that increasing the number of women fellows within institutes and academies is a valuable milestone," Diab said in her presentation."
"She continued, “However, gender transformation involves far more than achieving gender parity. It is a shift from a focus on statistics to a deeper dimension that embraces an understanding of the needs and aspirations of all people, especially women."
"Addressing only the notion of parity in numbers is not enough. We need to take bolder steps,"
"Institutions and academies worldwide should give more visibility to women scientists."
"TWAS has great potential to play a powerful gender-transformative role and to influence norms and practices in science academies across the developing world. TWAS draws its fellows, prize winners and attendees at events from multiple countries and also has five regional partners through which it can play an influential role.” And finally"
"Achieving gender transformation requires the engagement of both men and women. It's not only a men's or women's responsibility: we can travel this journey together"
"It is an icon of continuity; it has seen everything from the Norman Conquest to the Second World War."
"We tell the story of England — 6,000 years of history. We look after it and bring it to life."
"People will only preserve things if they understand them. We have to explain, therefore, why things matter. One of our purposes in this regard is to conserve things to help people understand their own history."
"I have always been interested in history and was taken to historic sites when I was a child. When I had young children, I went visiting with them, in turn. The diversity of visitors and the different ways they engage with historic places is something we have to be aware of and cater for."
"I would like English Heritage to be seen as a model institution for the challenge of bringing history to life"
"It was a very challenging time for that institution,’ she explains. ‘I learnt there how a charity was different from a government agency, which was invaluable for this job."
"we were meeting all our targets to make the organisation independent of state subsidy. The pandemic hit us hard and we received £12.6 million for capital projects from the Government emergency fund."
"Our goal is to build relationships with companies so we can help meet their needs and solve their problems in ways that benefit our students, too"
"That may be talent development, industry research, or even developing innovative curriculum to meet emerging workforce needs"
"Apart from enjoying and having an aptitude for math and science at school, I decided to pursue a career in physics because there are very few female scientists in South Africa. Having a degree in physics opens the door to a variety of careers across a variety of sectors. And since only a few women pursue these careers it means more opportunities for those who do."
"My responsibilities involve implementing structured light to increase the bandwidth of optical communications systems. I design and construct optical experiments as well as develop code to automate measurement processes and analyze data."
"I also assist on the business process and program development of our prototyping facility which develops photonics prototypes well-aligned to market needs."
"In terms of what I want to do, Africa, Africa, Africa. We are a continent that’s reliant on rain for our crops: we are already a poor continent so we cannot put in a lot of irrigation."
"It is also the continent where there is the greatest predicted food shortage compared to the population growth. The United Nations has projected the African population to double to 2.4 billion by 2050, while global warming is likely to worsen droughts and reduce crop yields. But apart from all of that, it is my passion to do this for Africa."
"No, definitely not. It can be a solution for only a small amount of crops that are going to help with food security. People are thinking about aeroponics, hydroponics, eating insects, eating all sorts of other foods. Resurrection crops is one solution of many – but I think it is a very important one."
"Without trying to be rude, they are very ignorant about the subject. Genetic modification of plants is probably the safest kind of GM, yet it is the most vilified one."
"The crops that we are eating [today] are highly genetically modified. Through conventional breeding, thousands of gene changes happened without us knowing that we were doing GM all along."
"I want to cater to the subsistence farmer, the person who wants to make enough food to live"
"Farmers are becoming more and more dispirited, and droughts are killing them."
"We should make agriculture part of the solution to our issues… the climate change problem is so huge everything should be on the table"
"I'd like to just throw in here at this time that I tell people that it doesn't matter what your age is or what you decide to do when you're eighteen or sixteen, it doesn't matter if you change your mind later on and change fields, because we need to be flexible."
"I will say that not just the people here, but I think I fell into it myself. We were not as friendly. And I don't mean to say real hostile. But when I grew up, if you walked six blocks to the streetcar, you spoke to everybody in every house, or who's on the porch."
"But we didn't tend to do that here. It was just a different style of living; people did things differently. And I think we were more involved in our own personal things than the rest of the neighborhood."
"I just thought it would be fascinating. It's just something that I had thought about doing. Now, my original plans, when I was a little girl, I wanted to be a nurse, but I think that was because my mother instilled that in me, because when I grew up, nursing and teaching were"
"I guess we would call the protected fields. I could very well get a job in nursing or teaching when you're done with school."
"I didn't want to teach, but the nursing field, I always said, "I want to be a nurse." But maybe about the tenth grade, when I was about fifteen or sixteen, I decided pharmacy is something. Now, it may have something to do with going to the corner drugstore, where they had all of the candy and the ice cream. [Laughter] I'm serious. But the pharmacy, I would see the pharmacist in there, and it just looked like a good field."
"Never mind the wind and the rain, we’ll fight."
"The faunal sample from Kadzi, an Early Iron Age site in the Zambezi Valley, is the first substantial sample for that period and region in Zimbabwe."
"The site appears to have been a permanent or semipermanent settlement. The sample consists mainly of bovid remains, dominated by buffalo as a single species, suggesting special hunting skills."
"The presence of some domestic animals proves that these animals were available to the inhabitants of the site. Their status in the community is, however, uncertain. Possible explanations for the small number of cattle fragments could be the result of paucity of livestock for environmental or other reasons, or may reflect differential disposal of cattle bones as part of ritual expression."