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The law The law companies that companies that value excessive ethics comply with the legal guidelines not solely in letter however go past what is stipulated 1 My proudest accomplishment
The distance is : 4117 km
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ok sow you want to write pls not plz
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you can also write please
In his most famous and eloquent dissent, Harlan held that “our Constitution is color-blind,” that “in this country there is no superior, dominant ruling class of citizens,” and that it is wrong to allow the states to “regulate the enjoyment of citizens' civil rights solely on the basis of race.
Hoped this worked :)
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It is that time of year again when South Africans celebrate National Senior Certificate results, ushering a generation of youth out of the school system and into the world. Of the 788,717 who successfully completed these exams, 186,058 achieved passes that potentially open the doors of university study.
As we read about the results, we take delight in the success stories, like the student from a poorer background scoring multiple distinctions despite having no properly qualified maths or science teacher. Or the rural student who earned a university entrance despite walking long distances to school each day. These achievements should be celebrated, as they are truly exceptional.
But the problem with these stories, uplifting as they may be, is that they often carry a subtext.
The presumption that hard work alone leads to success – and that laziness leads to failure – follows the student into the university. Here, despite a wealth of careful research that proclaims otherwise, most people believe that success emerges from the intelligence and work ethic of the individual.
In a recent journal article, we have argued that academics often ignore the research on student failure that shows it emerges from a number of factors. Many of these factors are beyond the attributes inherent in the student. Instead, most hold on to the simplistic common sense assumption that success comes to those who deserve it. Academics who hold this view are prone to assume that students are successful because of what an individual student does or does not do.
But the reality is a far more complex interplay of individual attributes with social structures which unfairly affect some more than others.
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