The curriculum of the school did not neglect India's cultural, analytical and scientific heritage, but was very involved also with the rest of the world.

It is also very engaging - and a delight - to go back to Bangladesh as often as I can, which is not only my old home, but also where some of my closest friends and collaborators live and work.

When the Nobel award came my way, it also gave me an opportunity to do something immediate and practical about my old obsessions, including literacy, basic health care and gender equity, aimed specifically at India and Bangladesh.

I was born in a University campus and seem to have lived all my life in one campus or another.

People's identities as Indians, as Asians, or as members of the human race, seemed to give way - quite suddenly - to sectarian identification with Hindu, Muslim, or Sikh communities.

From the mid-1970s, I also started work on the causation and prevention of famines.

I left Delhi, in 1971, shortly after Collective Choice and Social Welfare was published in 1970.

While I am interested both in economics and in philosophy, the union of my interests in the two fields far exceeds their intersection.

The curriculum of the school did not neglect India's cultural, analytical and scientific heritage, but was very involved also with the rest of the world.

I have not had any serious non-academic job.

The student community of Presidency College was also politically most active.

But the idea that I should be a teacher and a researcher of some sort did not vary over the years.

A defeated argument that refuses to be obliterated can remain very alive.

Empowering women is key to building a future we want.

Gender inequality is not one problem, it's a collection of problems.

You have to be interested in inequality. The issue of inequality and that of poverty are not separable.

If you improve a teacher's self-esteem, confidence, communication skills or stress levels, you improve that teacher's overall effectiveness across the curriculum.

Like everybody at that age, I read an awful lot of pulp fiction. But at the same time, I also read quite a bit of history and read that as much for pleasure as part of a curriculum.

Polytechnique is a school whose multidisciplinary, very high scientific level curriculum is invaluable.

My father was also a principal of a school and mother was a curriculum advisor. Both were educators.

In true education, anything that comes to our hand is as good as a book: the prank of a page- boy, the blunder of a servant, a bit of table talk - they are all part of the curriculum.

Natures' curriculum cannot be changed.

It is one thing to take as a given that approximately 70 percent of an entering high school freshman class will not attend college, but to assign a particular child to a curriculum designed for that 70 percent closes off for that child the opportunity to attend college.

We're not a vocational school. If someone wants to get a high-paying job, I would hope that there are easier ways to do it than working through a formal computer science curriculum.

Charter schools are public schools that operate, to a certain extent, outside the system. They have more control over their teachers, curriculum and resources. They also have less money than public schools.

Our second phase was to develop a school curriculum that teaches tolerance, respect for differences, conflict resolution, anger management, and other attributes of peace.

Instead of a national curriculum for education, what is really needed is an individual curriculum for every child.

With Michigan's economic future on the line, we can't afford to have our 500 local school districts marching in different directions. Instead, we need a high standards, mandatory curriculum to get all our students on the road to higher education and a good paying job.

But for the children of the poorest people we're stripping the curriculum, removing the arts and music, and drilling the children into useful labor. We're not valuing a child for the time in which she actually is a child.

So many schools have cut the music classes out of their curriculum. We're trying to fill that gap by teaching the teachers how to educate the kids about their musical heritage.

Very much like that, and very much a loner, do you know and I didn't fit really into sport or all kind of group activities as a kid, I couldn't find a niche. And music was not really part of the kind of village curriculum it would, you know.

The curriculum of the school did not neglect India's cultural, analytical and scientific heritage, but was very involved also with the rest of the world.

According to a study by Achieve Incorporated, Texas is the first state to make a college-prep curriculum the standard coursework in high school, starting with this year's ninth grade class.

As I very much liked to draw and paint as a child, I entered a special art program in high school, which was very much like being in an art school imbedded in a regular high school curriculum.

As long as my sixth graders showed an average improvement of five years, the principal and district pretty much left me alone to create my own curriculum and teach whatever I wanted.

The left sees nothing but bigotry and superstition in the popular defense of the family or in popular attitudes regarding abortion, crime, busing, and the school curriculum.

One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.

Because I come from that old-school optics environment, I know stuff about depth of field and camera movement and things that are not necessarily a part of the curriculum for people who started on a box and have never done anything that wasn't on a box.

I began thinking I would do musical theater because in high school that was really the only sort of curriculum they had as far as getting onstage and doing anything that anybody would see. So that's what I did.

Instead of trying to come up and pontificate on what literature is, you need to talk with children, to teachers, and make sure they get poetry in the curriculum early.

The motives of these parents vary, many parents don't like the curriculum being taught to their kids, or are wary of the threat of peer pressure or the presence of drugs or violence lurking in too many of our schools today.

In America, we have 19th century school conditions and a curriculum that prepares our kids for the 1990s.

The current neglect of the problem can only irritate this deplorable state of affairs. The Black Muslims should constitute a warning to our society, a warning that must be heeded if we are to preserve the society.

What is a neglected child? He is a child not planned for, not wanted. Neglect begins, therefore, before he is born.

Those who have virtue always in their mouths, and neglect it in practice, are like a harp, which emits a sound pleasing to others, while itself is insensible of the music.

Lost are many great commissions by such neglect.

If you see most people neglect the Bible, and many that can read never look into it, let it not harden you and make you think lightly of it, and that it is a book of no worth.

Thousand got away to other countries; thousands returned to Spain tempted by false promises of kindness. By the tens of thousands, these Spaniards died of neglect in the concentration camps.

We cannot neglect the unemployed, underemployed and dislocated workers of America who need ample and widespread funding for federal job training services.