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Samuel L. Jackson.Jackson has starred in some of the most popular films in movie history, including Pulp Fiction, Jurassic Park and Django Unchained.He’s also the number one box office star of all time – altogether his movies have made over $5.15 billion dollars! This is a pretty impressive achievement considering the difficult childhood he endured, including a father that he never knew. Jackson’s father was an alcoholic and the actor only ever met him twice in his entire life.But that’s not all…Jackson himself also has a little-known conviction for unlawful confinement which stopped him from studying at university in the late 1960s.In fact, Jackson ended up holding Martin Luther King Jr.’s father hostage on the Morehouse College campus in Atlanta. Fired up by the assassination of MLK Jr, the actor and a group of friends held the college board of trustees (of which MLK Sr was a member) hostage and demanded reform of the school curriculum.Although the school did eventually change its policy, Jackson was convicted of unlawful confinement, a second-degree felony.He was suspended for two years before returning to college and earning his Bachelor of Arts in Drama in 1972. Jackson also attended MLK Jr’s funeral in Atlanta and acted as an usher.

College standards are set by competition; High School standards are set by the government. The great private universities: Harvard, MIT, Stanford -- are competing to produce the most successful (and wealthy) graduates to provide the donations and endowments that support them. Other universities, even public ones such as my own U Calif Berkeley, have to compete with them for students, faculty, and facilities. When we are asking the government for support, we always compare ourselves to the great private institutions.The private universities have complete flexibility to try new things, limited only by their boards of trustees. It's like a private company; the board allows a wide range of ideas as long as the organization is successful. The universities have learned that to be best, their courses have to be flexible. Professors are encouraged to experiment and develop new ideas. When I decided to convert the old "Physics for Dummies" class at Berkeley into a new "Physics for Future Presidents" course, with a complete change of curriculum, I told only the chair of the department. His reaction: "Go for it!" He knew the old class was a failure (enrollment under 40 students) and I had a completely free hand in developing the new approach. (Within a few years enrollment grew to 500, and it was voted "best class on the campus" in a student newspaper poll.) To do a similar thing in high school, the whole concept would have had to be written down (not experimented, not developed in real time), submitted to many committees, first at the local level and eventually at the state level.When I developed the class, I didn't know what I was doing. Students enrolled, I told them it was an experiment; they stayed. I talked to them constantly, trying to find out what sort of curriculum was most needed. I asked them what other courses they liked, and why; what kind of exams did they think were the best tests of their learning. I solicited ideas from the students rather than from an oversight committee, because there was no oversight committee.If you are interested, all my lectures for the year 2006 are still available on YouTube.Even at universities we don't have complete freedom. Our introductory courses for physics majors are also required by the engineering school, so we always consult with them before making changes. But all such developments are local, and flexible; changes are tried and based on successful, much as companies develop in Silicon Valley.

This was a tough one, because your observation is correct, and I was unable to find a grammar website that directly compared the two constructions, for and because. I finally found a clue buried in the comments on a Grammar Girl post.All the resources I found seem to agree on the same seven coordinating conjunctions, including for (FANBOYS is the mnemonic), and a larger number of subordinate conjunctions, including because. And you are right, you can replace for in the example sentence and others constructed the same way with because without changing the meaning. But you cannot always replace because with for. The two words are not exactly equivalent.Because the coordinating conjunction for connects two independent clauses, it needs to go between them--in the middle of the sentence. But if you identify a clause as subordinate by introducing it with because, you can move it around.So you can write:John thought he had a good chance to get the job, because his father was on the board of trustees.And you can write:Because his father was on the board of trustees, John thought he had a good chance to get the job.But you can't write:*For his father was on the board of trustees, John thought he had a good chance to get the job.(The asterisk at the beginning indicates an ungrammatical sentence.)