I’ve Got the Power
Our lives are what we make of them. We don’t have the power to tear someone else down or even build someone up. John Hope Franklin is an author who lived back in a time when whites felt superior to blacks. In Franklin’s personal story “The Train from Hate”, the conductor sought to demean a black woman and her children, Franklin being one of them. The white conductor unfairly kicked the black family off of the train. The woman did not get upset though. Even though they still had a long way to walk before they got to their destination, she did not complain or cry. I’ve been laughed at, pushed down, and bullied before. It happens regardless of my race. I’ve seen it happen to so many others around me but we are in charge of how
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We can, however, decide if we let others comments and actions role off our back or sink in like a toxic sponge. Franklins mother said to him, “Under no circumstances should you be upset or distressed because someone sought to demean you” (Franklin). We also see what we want to see. Recently, we’ve been through a lot in my small town of Anadarko, Oklahoma. Four young suicides, one murder where the suspects were two teenagers, and countless other terrible things are going on in the background. You can choose to see that and be upset about it or you can look to the schools, to the young people that are making a difference, or to the tribes outside the schools with signs telling kids they care. What I see is more good than bad. I see people coming together and working for a bigger picture. I see the thank you cards, and the reaching out, and the signs that people make. There are those who want to make a difference and there are those who want to complain. Those who complain are often apathetic as well. They let the bad sink in and just boil on inside them. They choose to let their outlook on their destiny be determined by others actions in such a small town. They see these tragedies and decide that there is something wrong with the youth and there is something wrong with the people in this town. You get to decide which one you want to be. You can be the glass half empty or the glass half full. There’s no way anyone but themselves can stop them from saying bad things about my town but I can choose to ignore it and continue to make my town a better place. My destiny is not determined by any of my peers’ actions and it’s not determined by the thoughts of the adults. The same goes for all of the people in my town and all over the world. There’s bad stuff everywhere but there is also good, isn’t it great that we get to choose how we feel and which one we want to
loving husband, Franklin. Eva was living her life with a very promising career as a successful writer when an unexpected pregnancy hurls her life off-balance. Since birth Kevin was trouble, he constantly cried which literally made Eva sick. As a toddler, Kevin continued to be disobedient. He didn’t communicate with Eva nor did he respond to any of her actions. Eva openly admits that she was much happier before Kevin came into her life. Kevin was a troubled and difficult child from early age as he
Hawthorne was born on July 4, 1804 in Salem, Massachusetts. Salem, his hometown, has ever been the place where Puritanism forces are rampant and several generations of his ancestors are fanatic Puritans; therefore, the rich Puritanism thought from his family has deep-rooted effect on Hawthorne. Because Puritanism itself owns the complicated state that positivism and negativism are coexistent, Hawthorne has doubtful or religious attitude to Puritanism. Hawthorne is inclined to conservation in
Learning to read is like learning to drive a car. You take lessons and learn the mechanics and the rules of the road. After a few weeks you have learned how to drive, how to stop, how to shift gears, how to park, and how to signal. You have also learned to stop at a red light and understand road signs. When you are ready, you take a road test, and if you pass, you can drive. Phonics-first works the same way. The child learns the mechanics of reading, and when he 's through, he can read. Look and
provide some fundamental groundwork in character education with sample programs from Tigner, an overview of virtues from Stenson, and an educator’s affirmation from Boston University. Educators and leaders have a vast amount of tools and curricula at their disposal in their endeavor to educate students with a strong character foundation. Purpose of the Study The purpose of this study is to determine if school leadership trains and educates teachers, staff, and students on the use of an effective character
Reason is, and ought only to be the slave of the passions, and can never pretend to any other office than to serve and obey them. — David Hume Emotions and Moods After reading this chapter, you should be able to: 1 Differentiate emotions from moods. 5 2 Discuss the different aspects of emotions. Discuss the impact emotional labor has on employees. 6 Identify the sources of emotions and moods. Discuss the case for and the case against emotional intelligence. 7
A PicA Trix MiscellAny Underground Edition 2007 e.v. CONTENTS On the Picatrix I. Introduction to the Picatrix (The Aim of the Sage) of al-Majriti, Maslamati ibn Ahmad II. Summary of the Contents of the Picatrix III. Excerpt from a Lecture on Alchemy by Terence McKenna On the Moon and the Lunar Mansions IV. Extracts on the Moon V. The Mansions of the Moon: “On the Creation, Proportion and Composition of the Heavens for the Fashioning of Images” VI. The Picatrix: Lunar Mansions in Western Astrology
updated: April 26, 2016 Logical Reasoning Bradley H. Dowden Philosophy Department California State University Sacramento Sacramento, CA 95819 USA ii iii Preface Copyright © 2011-14 by Bradley H. Dowden This book Logical Reasoning by Bradley H. Dowden is licensed under a Creative Commons AttributionNonCommercial-NoDerivs 3.0 Unported License. That is, you are free to share, copy, distribute, store, and transmit all or any part of the work under the following conditions:
From the Library of Girro From the Library of Girro@qq.com Introduction to Materials Management SIXTH EDITION From the Library of Girro J. R. Tony Arnold, P.E., CFPIM, CIRM Fleming College, Emeritus Stephen N. Chapman, Ph.D., CFPIM North Carolina State University Lloyd M. Clive, P.E., CFPIM Fleming College Upper Saddle River, New Jersey Columbus, Ohio From the Library of Girro@qq.com From the Library of Girro Editor in Chief: Vernon R. Anthony Acquisitions Editor:
ECS8C_C01.qxd 22/10/2007 11:54 Page 597 CASE STUDIES ECS8C_C01.qxd 22/10/2007 11:54 Page 598 ECS8C_C01.qxd 22/10/2007 11:54 Page 599 Guide to using the case studies The main text of this book includes 87 short illustrations and 15 case examples which have been chosen to enlarge specific issues in the text and/or provide practical examples of how business and public sector organisations are managing strategic issues. The case studies which follow allow the
Management Course: MBA−10 General Management California College for Health Sciences MBA Program McGraw-Hill/Irwin abc McGraw−Hill Primis ISBN: 0−390−58539−4 Text: Effective Behavior in Organizations, Seventh Edition Cohen Harvard Business Review Finance Articles The Power of Management Capital Feigenbaum−Feigenbaum International Management, Sixth Edition Hodgetts−Luthans−Doh Contemporary Management, Fourth Edition Jones−George Driving Shareholder Value Morin−Jarrell Leadership