educational achievement

So I’ve been receiving this request for a while now, and only recently got around to actually doing it. Here are a few tips for keeping on-task!


  • Respect your space
    • A bit harder than it seems, this one is actually really important. If your study space is your room, keep it organized and tidy. No productive thinking will happen at a cluttered desk.
  • Go somewhere else
    • Your room might also be the place where you sleep, watch Netflix, play video games, etc. If you remove yourself from an environment that enables you to do things unrelated to studying, go somewhere else. 
  • Only light your study space
    • This one is a bit more personal, but I find that if the rest of my room is dimly lit but my desk is bright, it’s less likely for me to get distracted and my mind to drift from what’s right in front of me.
  • Don’t play music with lyrics
    • Language engages your brain! And therefore takes brainpower away from your work! If you can devote all of that energy to your tasks you should be a bit more productive.
  • Video-game music can be helpful!
    • Yup kind of strange, but video-game music is created to keep you focused but not stressed. Personally the Minecraft soundtrack really helps relax and focus me.
  • Keep hydrated
    • If you’re not drinking 2L of water every day, you’re dehydrated. Hydration fuels your body including your brain, don’t neglect it! Especially if you’re sleep deprived :)
  • Eat some fruit
    • Fruits are complex carbohydrates give you quick energy but aren’t as detrimental to your health as candy. Specifically, citrus fruits are great to keep your mind engaged.

Of course, in the end it comes down to your specific habits and needs. Do whatever works best for you, and keep trying new things until you find something that helps. Good luck!

A note on TA’ing and teaching

Long, pretty rambling rant that I might end up deleting but here are some of my reflections as the school year winds down and my undergraduate career as a TA closes and students are starting to pile outside the door…

When I was in middle and high school, I loved science, especially biology and physics. I would stay up late into the night reading about new topics in the fields and going to the library to check out books by authors like Brian Greene and Michael Shermer. In the beginning of high school, I was really interested in evolutionary biology and particle physics (two fairly different fields, I know).

In high school, I had a bio professor and a physics professor who made me believe that I would never be a good scientist. In fact, the bio teacher actively stopped me from being allowed to take certain bio classes because she didn’t think I could handle it. For my first two years of undergrad, I avoided taking any biology classes because this teacher basically told me I would never be good at it. Nearly three years of my life, I thought I would never go into science research because these professors, whether on purpose or not, told me I would never be successful in the fields. I ended up spending almost three years pursuing something I was good at but wasn’t as interested in because I didn’t believe I would be good at what I really wanted to do.

Teachers: Y'all are awesome and deserve higher wages than you make. But also, PLEASE do not tell your students that they aren’t cut out for certain fields. Don’t discourage them from pursuing something they find fascinating. Be aware that your words, actions, and behaviors towards students really do impact them. And also be aware that people start from different places. Not all students come from the same backgrounds. Some may struggle at the beginning, but that doesn’t mean they can never be good at it. When I was TA'ing for an intro class, this was something that I was extremely sensitive to because I knew how it felt to be told that I’m too far behind everyone else to ever make it in the field, that I should study something else, or that my performance in one intro level class is indicative of my abilities to do well in the field as a whole.

There’s a reason why the achievement gap exists and disproportionately affects low income and racial minority students. Many of them come from homes where their parents didn’t go to college or live in single parent homes where their one parent works all day. Whether due to income, historical disenfranchisement, disability, or any other combination of reasons, many of them attend poor school districts with little funding and/or unqualified instructors. Even though this isn’t directly applicable to my situation, as I was fortunate enough to attend a school outside of my school district, these students are the ones constantly told, whether by teachers, by administrators, or even by politicians that their education isn’t worth it, that they shouldn’t be able to pursue a certain field because of their background. It’s a way of keeping these students, and, by extension, their families, in poverty. These students are less likely to be able to go to college because they aren’t as prepared and therefore less likely to be competitive in the job market.

As a TA, and as someone who loves teaching and wanting to inspire the next generation of scientists, I strongly caution against speaking behind students’ backs in condescending ways like “This person will never be good at computer science…they don’t even know what a function is.” I’m guilty of this when I first started TA'ing, but I have grown to be more wary of my actions both in front of students and behind them.

I can’t imagine where I would be right now if it weren’t for the teachers and professors who did support my goals and were willing to talk to me, guide me, tell me my dreams were valid and achievable. And even with those two professors, I was still incredibly fortunate. Not everyone has the opportunity to interact with the amazing instructors I have throughout their entire education. So thank you to all my fantastic professors, teachers, instructors, and TA’s, and to anyone who is considering doing this in the future: know that how you talk to your students truly does affect their view of themselves and their abilities. Don’t take the job lightly. You have the power to decide whether you’re going to inspire a generation of students or keep them in a cycle of poverty (obviously these are two extremes but you get the point).

the Virgo is a very curious person, many Virgos had their heads stuck in a book for much of childhood. Rhythmic and refined is the inherent mental orientation with Virgo. and so many thoughts race through that crystal mind. Virgo could be a teacher, or make an especially good copy writer. They could be a journalist, secretary, editor, novelist, or an academic. When the Virgo wears Hermes’s golden helmet, they can achieve any educational feat

What A Small World... Part 1

Part 1

A/N: heeeey everyone! I know some of you are going to kill me for not posting the next part of Blood Relations buuuut… this is a birthday gift to my homegirl @chessireneko . It was originally gonna be a one shot, buuuut…. I got caught up to the story a little to much so… I guess this is my next series!! HAPPY BIRTHDAY LOVE AND I WISH YOU ALL HAPPINESS AND LOVE (insert Mark Tuan here) 💓💓💓

Image is not mine. Credits to the owners.

Words: 5639

Pairing: Mark/Reader

Warnings: mature themes, mentions of alcohol/drugs, implication of attempted rape (okay, I know this seems bad but it’s your standard University AU)

Keep reading

Truthfully, I did not apply to Barnard because it’s a women’s college – I applied in spite of it. Luckily, the school had enough positive aspects to outweigh this negative. Surrounded by only women, 24/7? Ew, no thank you. I agreed with the sentiment that, in this day and age, women’s colleges are somewhat irrelevant. If women no longer need to attend female institutions to achieve higher education, then why would they? There are hundreds of perfectly good co-ed colleges in the world! Yet in only one year at Barnard, I’ve learned my lesson: women’s colleges are not only relevant, but necessary in today’s society. I could tell you the facts – that while only 2% of women graduate from women’s colleges, these graduates comprise over 20% of our congress; that women’s college alum include the likes of Emily Dickinson, Hilary Clinton, Cynthia Nixon (Sex and the City, anyone?), Meryl Streep, Barbara Walters, Nancy Pelosi and hundreds of other household names – but instead I’ll explain my own experience at Barnard, and why attending a women’s college is one of the best decisions I’ve ever made.

One of the most overused, age-old arguments against schools like Barnard is one you’ve probably heard before (I certainly have): a community of only women is unrealistic – it’s nothing like the real world. (News flash: neither is regular college!) The logic is, “how can women successfully assimilate into the work force, where men are not just present, but dominant, if they’ve spent their days surrounded by other women?” Believe it or not, 81% of women’s college graduates reported that their college was extremely or very effective in helping prepare them for their first job, versus 65% of women who graduated from public universities. Yes, I’m surrounded by a lot of estrogen, a lot of the time. No, I don’t feel as though the lack of men is leaving me ill-prepared. Rather, I feel confident and ready to speak my mind, thanks to the simultaneously nurturing yet challenging environment. I never feel as though I’m in competition with my classmates, because I have the opportunity to speak in a free space, without feeling as though I’m being judged or criticized. Every class is an ongoing discussion between peers and professors alike. While this may be possible at co-ed universities, studies have shown that women are less likely to speak up when they are outnumbered by men. Women’s colleges teach leadership and confidence through active participation. (And believe it or not, “women’s studies” isn’t the main focus of every class – and when it is, we analyze gender roles from every side, including the male perspective!) After four years of this, you can imagine that graduates emerge empowered and ready to take their seat at the metaphorical table.

—  Sofia Lyons, HuffingtonPost
The Comparison Game

Yesterday, I agreed to work late to host a volunteer event for a book club celebrating their ten year anniversary.  I don’t give up my evenings lightly, but they made a cash donation to our organization and did a book drive…so I was swayed.  Plus, they brought wine and food…and it’s a book club!! :)

The conversation was really interesting during the event.  Somehow we got on the subject of achievements/goals/priorities and about the comparisons people make to one another, especially in the age of social media.  This is not something I struggle with too often anymore, but occasionally I’ll feel myself getting caught up in it.  For example, I always have to talk myself down whenever new people come over to our house, especially a lot of the husband’s coworkers because they live in much fancier houses than ours and their houses look spotless and professionally decorated.  They’re beautiful and I find myself admiring them when I’m there.  So, then, when I think of any of those people coming to my house, it makes me anxious! This feeling also applies to when I have to go spend time with beautiful people who are fashionable/get anti-aging treatments, or when I’m in a room full of people far more professional or “important,” or when I see travel photos from people who take multiple amazing trips a year.  I think it’s pretty normal to have a gut-check reaction when you see things like that.  However, as the years go by, I’m so grateful that it comes more and more naturally to catch myself SUPER quickly and do an immediate reality check.  Why do I feel this way?  Is it because I wish that my house/appearance/life was more this way or because social pressure (real or imagined) suggests I should want/be those things? Almost always it’s the latter.  The only time in my memory that it has EVER been the former was when I remember comparing myself on Facebook to former high school classmates who were in college and I wasn’t.  (I made some…interesting…life choices post-high school.)  I wasn’t happy with my choices.  I DID want to go to college.  So, I went.  But, my house?  I love it.  It’s cozy and it feels like home.  I LIKE imperfections and the time to work on them at my own pace.  My appearance?  I find it personally meaningful and important to come to grips with how I look in a natural manner.  I don’t care what choices other people make; I’ve struggled with accepting myself for a long time and I want to do that in my own way.  Educational/life achievements?  I’m really happy with who I am and what I do.  And, the freedom I have because of my job allows me to read, continue to learn, and live a happy and balanced life.  That, to me, is the only achievement I need career wise. Travel? We do get to travel.  We travel less often because we have other financial goals at the moment, but we go somewhere new at least once a year, and that’s really awesome!

I think if we all just know to stop immediately and take stock, check in with ourselves, we’d realize that there’s no reason for insecurity or feeling inferior.  And, if we’re not happy with the conclusions we come to, there’s no need for jealousy or insecurity–just motivation to make a change for ourselves

南高峰,北高峰,
南北高峰雲淡濃。
湖山圖畫中。
采芙蓉,賞芙蓉,
小小紅船西復東。
相思無路通。

To the north, to the south,
Mountains loom in the clouds.
The lake, the mountain
As if painted.

I pluck a hibiscus,
paddling a small red boat west to east, 
no path I can miss.

— 

Paddling the Lake (長相思) by Yuan Zhengzhen (袁正真). Southern Song dynasty. 

Yuan Zhengzhen was a palace lady from the Southern Song dynasty. Through her exposure to upper-class society and practices, she was able to obtain an education, achieving literacy in an age when few women could read. 

Paddling the Lake is a landscape poem depicting the sublimity of nature, particularly two towering mountains whose peaks are lost among the clouds and a picturesque lake. Yuan highlights her diminutiveness; with a single blossom and a brightly-hued canoe, she is a spot of color forging a path through scenery so vivid she remarks it is reminiscent of a painting.

Understanding Welfare

People throw around the word “welfare” as if our country is being sucked dry by takers, but there are actually a total of 83 programs run by the government that qualify as “welfare.” Some like to talk about welfare as if the government is mindlessly giving free bags of money without any strings attached or economic strategy behind it all so that lazy unemployed people can buy Cadillacs and eat steak for every meal, but take a look at what qualifies as “welfare” and decide for yourself if such programs might be valuable to our society or improve your life both directly and indirectly (via the Senate Budget Committee):

 Family Planning
 Consolidated Health Centers
 Transitional Cash and Medical Services
for Refugees
 State Children’s Health Insurance
Program (CHIP)
 Voluntary Medicare Prescription Drug
Benefit—Low-Income Subsidy
 Medicaid
 Ryan White HIV/AIDS Program
 Breast/Cervical Cancer Early Detection
 Maternal and Child Health Block Grant
 Indian Health Service
 Temporary Assistance for Needy
Families (TANF) (cash aid)
 Supplemental Security Income
 Additional Child Tax Credit
 Earned Income Tax Credit (refundable
component)
 Supplemental Nutrition Assistance
Program (SNAP)
 School Breakfast Program (free/reduced
price components)
 National School Lunch Program
(free/reduced price components)
 Special Supplemental Nutrition Program
for Women, Infants and Children (WIC)
 Child and Adult Care Food Program
(lower income components)
 Summer Food Service Program
 Commodity Supplemental
 Food Program Nutrition Assistance for
Puerto Rico
 The Emergency Food Assistance
Program (TEFAP)
 Nutrition Program for the Elderly
 Indian Education
 Adult Basic Education Grants to States
 Federal Supplemental Educational
Opportunity Grant
 Education for the Disadvantaged—
Grants to Local Educational Agencies
(Title I-A)
 Title I Migrant Education Program
 Higher Education—Institutional Aid and
Developing Institutions
 Federal Work-Study
 Federal TRIO Programs
 Federal Pell Grants
 Education for Homeless Children and
Youth
 21st Century Community Learning
Centers
 Gaining Early Awareness and Readiness
for Undergraduate Programs (GEARUP)
 Reading First and Early Reading First
 Rural Education Achievement Program
 Mathematics and Science Partnerships
 Improving Teacher Quality State Grants
 Academic Competitiveness and Smart
Grant Program
 Single-Family Rural Housing Loans
 Rural Rental Assistance Program
 Water and Waste Disposal for Rural
Communities
 Public Works and Economic
Development
 Supportive Housing for the Elderly
 Supportive Housing for Persons with
Disabilities
 Section 8 Project-Based Rental
Assistance
 Community Development Block Grants
 Homeless Assistance Grants
 Home Investment Partnerships Program
(HOME)
 Housing Opportunities for Persons with
AIDS (HOPWA)
 Public Housing
 Indian Housing Block Grants
 Section 8 Housing Choice Vouchers
 Neighborhood Stabilization Program-1
 Grants to States for Low-Income
Housing in Lieu of Low-Income
Housing Credit Allocations
 Tax Credit Assistance Program
 Indian Human Services
 Older Americans Act Grants for
Supportive Services and Senior Centers
 Older Americans Act Family Caregiver
Program
 Temporary Assistance for Needy
Families (TANF) (social services)
 Child Support Enforcement
 Community Services Block Grant
 Child Care and Development Fund
 Head Start HHS
 Developmental Disabilities Support and
Advocacy Grants
 Foster Care
 Adoption Assistance
 Social Services Block Grant
 Chafee Foster Care Independence
Program
 Emergency Food and Shelter Program
 Legal Services Corporation
 Supplemental Nutrition Assistance
Program (SNAP) (employment and
training component)
 Community Service Employment for
Older Americans
 Workforce Investment Act (WIA) Adult
Activities
 Workforce Investment Act (WIA) Youth
Activities
 Social Services and Targeted Assistance
for Refugees
 Temporary Assistance for Needy
Families (TANF) (employment and
training)
 Foster Grandparents
 Job Corps
 Weatherization Assistance Program
 Low-Income Home Energy Assistance
Program (LIHEAP)

anonymous asked:

Do you support teaching social skills in school? This would have the advantage of normalizing expectations and giving the government a lever to achieve educate reform. Hopefully this would turn social innovators into lobbyists instead of just starting to shame people for novel reasons. #lurkergirlanon

Hi, #lurkergirlanon!

Obviously, I’m in favour of people being able to learn social skills. It’s why I write! However, I’m opposed to making it a school subject, because I don’t trust that anything will be done which isn’t worse than useless.

To begin with, there’s the question of what the government will teach people as “social skills”. The first and most obvious conclusion is that it will be self-serving. I don’t expect anything as blatant as “Good manners require that you turn in your friends to the State for wrongthink” in the liberal West, but it will definitely fall somewhere on a spectrum between “apolitical” and, well, that.

Which doesn’t even require enemy action. There doesn’t need to be a propaganda committee planning how to convert the youth into loyal subjects. All it requires is that five different people present curriculum ideas to an educational committee, and that the committee have an incentive to choose the one that best fits their own prejudices. The ideas could be completely random, but the selection process won’t be.

The second thing it’ll be is stupidly, brain-meltingly legalistic. This is basically what always happens when Policy has to be written, and the Correct Social Skills that The Nation’s Youth will be trained in are definitely going to get written like policy. After all, we do have some examples of schools attempting to teach How To Interaction, and it looks like this:

Last week, all of us grad students had to go see a presentation by the university’s Title IX officer on “appropriate interactions with the undergrads.” Okay, whatever.

She posed a number of ostensibly open-ended scenarios to us. The one she asked me: “suppose an undergrad in your lab is crying. You ask her what’s wrong, and she says she doesn’t want to talk about it.” I said I’d respect that she doesn’t want to talk about it and leave her alone. Oops. Wrong answer.

My second guess, “uh…I tell her she can come to me if she decides she wants to talk about it?” was also incorrect.

I am supposed to report the distressed person to the proper authorities. The presentation was centered on reporting sexual assault, but the Title IX officer said that whatever might be wrong–bad grades, interpersonal drama–there are “resources to deal with that.” I (and a few other people) argued that it’s a violation of boundaries to pry and meddle into someone’s personal life, but the Title IX officer said that no, we were incorrect, someone might not be capable of making rational decisions and really, if we alerted the authorities, it would be better for everyone in the end.

I wanted to ask “so we agree that no means no when we’re talking about sex–why doesn’t no mean no when we’re talking about sharing feelings?”

This was under the guise of “creating a safe environment,” but how can anyone feel “safe” in an environment where any visible display of negative emotion must be reported to the Distressed Person Police? What does “safe” even mean?

Which, of course, leads to the other problem: Remember those social innovators who want to shame people for novel reasons? I’m not a fan of them but, as long as they restrict themselves to writing thinkpieces, there’s some amount of damage control. I do not want them to have the power over students that teachers do, nor do I want them to be requiring educators to teach to their guidelines.

Partly because I think which innovators get their programmes into the curriculum will be uncorrelated with truth (as I claimed earlier), but also just because they seem like the kind of people who’ll be assholes if they get the chance. Telling people what is and isn’t true in a coercive environment (which is how most education currently works) is already a fraught issue. I expect that using the same environment to train people in how to behave around each other will be even worse.

However, all of this does lead me to wonder how a social-skills-training-favouring person who was less averse to government prescription of behaviour would feel about this proposal. Maybe ask @wayward-sidekick the same question? (Unless you are @wayward-sidekick :p)

[My actual social skills explainers can be found here. Who I am and why I’m writing it is over here.]

Tarot and The Signs

THE MAJOR ARCANA

0 The Fool - innocence, new beginnings, free spirit - Sagittarius
I The Magician - willpower, desire, creation, manifestation - Capricorn
II The High Priestess - intuition, unconscious, inner voice - Cancer
III The Empress - motherhood, fertility, nature - Taurus
IV The Emperor - authority, structure, control, fatherhood - Aries
V The Hierophant - tradition, conformity, morality and ethics - Taurus
VI The Lovers - partnership, union, duality, choice - Gemini
VII The Chariot - direction, control, willpower - Cancer
VIII Strength - bravery, compassion, focus, inner strength - Leo
IX The Hermit - contemplation, search for truth, inner guidance - Virgo
X The Wheel of Fortune - change, cycles, inevitable fate - Pisces
XI Justice - cause and effect, clarity, truth - Libra
XII The Hanged Man - sacrifice, release, martyrdom - Virgo
XIII Death - end of a cycle, beginnings, change, metamorphosis - Scorpio
XIV Temperance - the middle path, patience, finding meaning - Sagittarius
XV The Devil - excess, materialism, playfulness - Capricorn
XVI The Tower - sudden upheaval, pride, disaster - Aries
XVII The Star - hope, faith, rejuvenation - Aquarius
XVIII The Moon - subconscious, illusion, intuition - Pisces
XIX The Sun - joy, success, celebration, positivity - Leo
XX Judgement - reflection, reckoning, inner voice - Scorpio
XXI The World - fulfillment, harmony, completion - Libra

THE MINOR ARCANA

Suit of Cups - the Suit of Water

Page of Cups - delightful surprise, inner child, intuition - Pisces
Knight of Cups - messenger, romance, adventure - Scorpio
Queen of Cups - compassion, calm, comfort - Cancer
King of Cups - compassion, control, balance - Scorpio
Ace of Cups - new love, overwhelming feelings, creativity - Cancer
II of Cups - unity, partnership, two become one - Cancer
III of Cups - friendship, community, partnership - Pisces
IV of Cups - apathy, contemplation, disconnectedness - Scorpio
V of Cups - loss, grief, disappointment - Scorpio
VI of Cups - nostalgia, happy memories, reunion - Cancer
VII of Cups - choices, fantasy, illusion - Pisces
VIII of Cups - walking away, disillusionment, leaving behind - Scorpio
IX of Cups - comfort, emotional stability, luxury - Cancer
X of Cups - happiness, fulfillment, celebration - Pisces

Suit of Pentacles - the Suit of Earth

Page of Pentacles dreams, desire, new opportunity Taurus
Knight of Pentacles - efficiency, hard work, routine Capricorn 
Queen of Pentacles - practicality, amenities, financial security - Virgo
King of Pentacles - abundance, power, security - Capricorn
Ace of Pentacles
- opportunity, prosperity, new venture - Virgo
II of Pentacles - balance, priorities, adapting to change - Virgo
III of Pentacles - teamwork, collaboration, building - Taurus
IV of Pentacles - conservation, security, frugality - Taurus
V of Pentacles - need, poverty, insecurity - Capricorn
VI of Pentacles - charity, generosity, sharingTaurus
VII of Pentacles - hard work, perseverance, diligenceCapricorn
VIII of Pentacles - education, apprenticeship, achievementCapricorn
IX of Pentacles - fruit of labor, independence, rewardsVirgo
X of Pentacles - legacy, inheritance, culminationCapricorn

Suit of Swords - the Suit of Air

Page of Swords - curiosity, restlessness, mental energy - Aquarius
Knight of Swords
- action, speed, ambition - Libra
Queen of Swords
- complexity, perspective, clear mindedness - Gemini
King of Swords
- intellectual, power, truth - Aquarius
Ace of Swords
- victory, sharp mind, raw strength - Gemini
II of Swords
- difficult choices, indecision, stalemate - Libra
III of Swords
- heartbreak, grief, suffering - Gemini
IV of Swords
- rest, restoration, contemplation - Aquarius
V of Swords
- unbridled ambition, win at all costs, sneakiness - Gemini
VI of Swords
- transition, leaving behind, moving on - Aquarius
VII of Swords
- deception, trickery, turning a blind eye - Gemini
VIII of Swords
- imprisonment, powerlessness, self-victimization - Libra
IX of Swords
- anxiety, hopelessness, nightmares - Libra
X of Swords
- betrayal, defeat, backstabbing - Gemini

Suit of Wands - the Suit of Fire

Page of Wands - exploration, excitement, freedom - Sagittarius
Knight of Wands
- action, adventure, fearlessness - Sagittarius
Queen of Wands - courage, determination, joy - Aries
King of Wands - big picture, leader, overcoming challenges - Leo
Ace of Wands - creation, willpower, inspiration, desire - Leo
II of Wands - planning, making plans, discovery - Aries
III of Wands - looking ahead, expansion, rapid growth - Sagittarius
IV of Wands - community, home, celebration - Aries
V of Wands - competition, conflict, rivalry - Leo
VI of Wands - victory, success, public reward - Aries
VII of Wands - perseverance, defensive, maintaining control - Leo
VIII of Wands - rapid action, movement, quick decisions - Sagittarius
IX of Wands - resilience, pushing forward, last stretch - Aries
X of Wands - accomplishment, responsibility, burden - Leo

Corvinus is not an institution with a profile, so I looked: sadly it doesn’t even make the top 1,000 in the Times Higher Education World University Rankings. The dissertation is online and includes the ‘evaluations’ of three referees who each presented a page of generalized comments – completely at odds with the detailed substantive and methodological evaluations that I’ve seen at every Ph.D defence I’ve been on over the last twenty years. Two of the three referees did not even have a Ph.D. One was the US Defense Attaché at the American Embassy in Budapest at the time, while the other was employed at the UK’s Defence Academy and just had a BA from Manchester University awarded in 1969. This ‘neutral’ examiner had published a book in Hungary with Gorka three years previously. While graduate students sometimes collaborate with their advisors the independent external examiners must have no nepotistic ties with the candidate. More important, a basic principle of assessing educational achievement is that your examiners have at least the degree level of the degree they are awarding. Undergraduates do not award Ph.Ds. In Gorka’s case the only examiner who lists a doctorate was György Schöpflin – an extreme right wing Hungarian Member of the European Parliament who recently advocated putting pigs heads on a fence on the Hungarian border to keep out Muslims.

In sum, Gorka’s Ph.D is about as legitimate as if he had been awarded it by Trump University.

—  fellendült a hungarikumként is elismert nógrádigyuribácsi-export
Quote of the day ! 🔥

“Success is good at any age, but the sooner you find it, the longer you will enjoy it.” – Napoleon Hill