Achievements In Life As A Student Quotes

What's wrong with me? ... I might seem like the ideal student: homework always in early, every extra credit and extra curricular I can get my hands on, the good girl and the high achiever. But I realized something just now: it's not ambition, not entirely. It's fear. Because I don't know who I am when I'm not working, when I'm not focused on or totally consumed by a task. Who am I between the projects and the assignments, when there's nothing to do? I haven't found her yet and it scares me. Maybe that's why, for my senior capstone project this year, I decided to solve a murder.

people who succeed tend to find one goal in the distant future and then chase it through thick and thin. People who flit from one interest to another are much, much less likely to excel at any of them. School asks students to be good at a range of subjects, but life asks people to find one passion that they will follow forever.

With great enthusiasm and determination you will master the art in your field.

Life is a teacher. We are the student.

The obstacles were intended to be a distraction from the goal. You must keep a persistence focus to realise the goal.

I have heard from many high-achieving students who have asked me whether it wasn’t possible to be invested both in learning for its own sake and in being at the top. No, I’ve said, it isn’t possible. Learning for its own sake means exactly what it says: learning is the only reason that you’re doing it, because learning is what matters.

The journey of unknown is life journey of graduate students. There are many mountains to be overcome. With hope, patient and courage you can soar high above the mountains and achieve your goals.

Do you want to achieve something or do you just want to make money?” asked a nearby man in a white shirt to another man in a striped shirt. I waited for the answer as I slowly walked past them. “Why is it an either or question?” the man in the striped shirt finally murmured philosophically under a sip of beer. They both stood there looking at each other in thought.

If life is a movie most people would consider themselves the star of their own feature. Guys might imagine they're living some action adventure epic. Chicks maybe are in a rose-colored fantasy romance. And homosexuals are living la vida loca in a fabulous musical. Still others may take the indie approach and think of themselves as an anti-hero in a coming of age flick. Or a retro badass in an exploitation B movie. Or the cable man in a very steamy adult picture. Some people's lives are experimental student art films that don't make any sense. Some are screwball comedies. Others resemble a documentary, all serious and educational. A few lives achieve blockbuster status and are hailed as a tribute to the human spirit. Some gain a small following and enjoy cult status. And some never got off the ground due to insufficient funding. I don't know what my life is but I do know that I'm constantly squabbling with the director over creative control, throwing prima donna tantrums and pouting in my personal trailor when things don't go my way. Much of our lives is spent on marketing. Make-up, exercise, dieting, clothes, hair, money, charm, attitude, the strut, the pose, the Blue Steel look. We're like walking billboards advertising ourselves. A sneak peek of upcoming attractions. Meanwhile our actual production is in disarray--we're over budget, doing poorly at private test screenings and focus groups, creatively stagnant, morale low. So we're endlessly tinkering, touching up, editing, rewriting, tailoring ourselves to best suit a mass audience. There's like this studio executive in our heads telling us to cut certain things out, make it "lighter," give it a happy ending, and put some explosions in there too. Kids love explosions. And the uncompromising artist within protests: "But that's not life!" Thus the inner conflict of our movie life: To be a palatable crowd-pleaser catering to the mainstream... or something true to life no matter what they say?

Learn it alls' achieve more in life than 'know it alls.

Somewhere among the commotion I grew rather depressed. The depression stayed with me for over a year; it was like an animal, a well-defined, spatially localizable thing. I would wake up, open my eyes, listen-is it here or isn’t it? No sign of it. Perhaps it’s asleep. Perhaps it will leave me alone today. Carefully, very carefully, I get out of bed. All is quiet. I go to the kitchen, start breakfast. Not a sound. TV-Good Morning America, David what’s-his-name, a guy I can’t stand. I eat and watch the guests. Slowly the food fills my stomach and gives me strength. Now a quick excursion to the bathroom, and out for my morning walk-and here she is, my faithful depression: “Did you think you could leave without me?" I had often warned my students not to identify with their work. I told them, “if you want to achieve something, if you want to write a book, paint a picture, be sure that the center of your existence if somewhere else and that it’s solidly grounded; only then will you be able to keep your cool and laugh at the attacks that are bound to come." I myself had followed this advice in the past, but now I was alone, sick with some unknown affliction; my private life was in a mess, and I was without a defense. I often wished I had never written that fucking book.

Hi there, cutie." Ash turned his head to find an extremely attractive college student by his side. With black curly hair, she was dressed in jeans and a tight green top that displayed her curves to perfection. "Hi." "You want to go inside for a drink? It's on me." Ash paused as he saw her past, present, and future simultaneously in his mind. Her name was Tracy Phillips. A political science major, she was going to end up at Harvard Med School and then be one of the leading researchers to help isolate a mutated genome that the human race didn't even know existed yet. The discovery of that genome would save the life of her youngest daughter and cause her daughter to go on to medical school herself. That daughter, with the help and guidance of her mother, would one day lobby for medical reforms that would change the way the medical world and governments treated health care. The two of them would shape generations of doctors and save thousands of lives by allowing people to have groundbreaking medical treatments that they wouldn't have otherwise been able to afford. And right now, all Tracy could think about was how cute his ass was in leather pants, and how much she'd like to peel them off him. In a few seconds, she'd head into the coffee shop and meet a waitress named Gina Torres. Gina's dream was to go to college herself to be a doctor and save the lives of the working poor who couldn't afford health care, but because of family problems she wasn't able to take classes this year. Still Gina would tell Tracy how she planned to go next year on a scholarship. Late tonight, after most of the college students were headed off, the two of them would be chatting about Gina's plans and dreams. And a month from now, Gina would be dead from a freak car accident that Tracy would see on the news. That one tragic event combined with the happenstance meeting tonight would lead Tracy to her destiny. In one instant, she'd realize how shallow her life had been, and she'd seek to change that and be more aware of the people around her and of their needs. Her youngest daughter would be named Gina Tory in honor of the Gina who was currently busy wiping down tables while she imagined a better life for everyone. So in effect, Gina would achieve her dream. By dying she'd save thousands of lives and she'd bring health care to those who couldn't afford it... The human race was an amazing thing. So few people ever realized just how many lives they inadvertently touched. How the right or wrong word spoken casually could empower or destroy another's life. If Ash were to accept Tracy's invitation for coffee, her destiny would be changed and she would end up working as a well-paid bank officer. She'd decide that marriage wasn't for her and go on to live her life with a partner and never have children. Everything would change. All the lives that would have been saved would be lost. And knowing the nuance of every word spoken and every gesture made was the heaviest of all the burdens Ash carried. Smiling gently, he shook his head. "Thanks for asking, but I have to head off. You have a good night." She gave him a hot once-over. "Okay, but if you change your mind, I'll be in here studying for the next few hours." Ash watched as she left him and entered the shop. She set her backpack down at a table and started unpacking her books. Sighing from exhaustion, Gina grabbed a glass of water and made her way over to her... And as he observed them through the painted glass, the two women struck up a conversation and set their destined futures into motion. His heart heavy, he glanced in the direction Cael had vanished and hated the future that awaited his friend. But it was Cael's destiny. His fate... "Imora thea mi savur," Ash whispered under his breath in Atlantean. God save me from love.

The desire to make art begins early. Among the very young this is encouraged (or at least indulged as harmless) but the push toward a 'serious' education soon exacts a heavy toll on dreams and fantasies....Yet for some the desire persists, and sooner or later must be addressed. And with good reason: your desire to make art -- beautiful or meaningful or emotive art -- is integral to your sense of who you are. Life and Art, once entwined, can quickly become inseparable; at age ninety Frank Lloyd Wright was still designing, Imogen Cunningham still photographing, Stravinsky still composing, Picasso still painting. But if making art gives substance to your sense of self, the corresponding fear is that you're not up to the task -- that you can't do it, or can't do it well, or can't do it again; or that you're not a real artist, or not a good artist, or have no talent, or have nothing to say. The line between the artist and his/her work is a fine one at best, and for the artist it feels (quite naturally) like there is no such line. Making art can feel dangerous and revealing. Making art is dangerous and revealing. Making art precipitates self-doubt, stirring deep waters that lay between what you know you should be, and what you fear you might be. For many people, that alone is enough to prevent their ever getting started at all -- and for those who do, trouble isn't long in coming. Doubts, in fact, soon rise in swarms: "I am not an artist -- I am a phony. I have nothing worth saying. I'm not sure what I'm doing. Other people are better than I am. I'm only a [student/physicist/mother/whatever]. I've never had a real exhibit. No one understands my work. No one likes my work. I'm no good. Yet viewed objectively, these fears obviously have less to do with art than they do with the artist. And even less to do with the individual artworks. After all, in making art you bring your highest skills to bear upon the materials and ideas you most care about. Art is a high calling -- fears are coincidental. Coincidental, sneaky and disruptive, we might add, disguising themselves variously as laziness, resistance to deadlines, irritation with materials or surroundings, distraction over the achievements of others -- indeed anything that keeps you from giving your work your best shot. What separates artists from ex-artists is that those who challenge their fears, continue; those who don't, quit. Each step in the artmaking process puts that issue to the test.

You will encounter resentful, sneering non-readers who will look at you from their beery, leery eyes, as they might some form of sub-hominid anomaly, bookimus maximus. You will encounter redditters, youtubers, blogspotters, wordpressers, twitterers, and facebookers with wired-open eyes who will shout at from you from their crazy hectoring mouths about the liberal poison of literature. You will encounter the gamers with their twitching fingers who will look upon you as a character to lock crosshairs on and blow to smithereens. You will encounter the stoners and pill-poppers who will ignore you, and ask you if you have read Jack Keroauc’s On the Road, and if you haven’t, will lecture you for two hours on that novel and refuse to acknowledge any other books written by anyone ever. You will encounter the provincial retirees, who have spent a year reading War & Peace, who strike the attitude that completing that novel is a greater achievement than the thousands of books you have read, even though they lost themselves constantly throughout the book and hated the whole experience. You will encounter the self-obsessed students whose radical interpretations of Agnes Grey and The Idiot are the most important utterance anyone anywhere has ever made with their mouths, while ignoring the thousands of novels you have read. You will encounter the parents and siblings who take every literary reference you make back to the several books they enjoyed reading as a child, and then redirect the conversation to what TV shows they have been watching. You will encounter the teachers and lecturers, for whom any text not on their syllabus is a waste of time, and look upon you as a wayward student in need of their salvation. You will encounter the travellers and backpackers who will take pity on you for wasting your life, then tell you about the Paulo Coelho they read while hostelling across Europe en route to their spiritual pilgrimage to New Delhi. You will encounter the hard-working moaners who will tell you they are too busy working for a living to sit and read all day, and when they come home from a hard day’s toil, they don’t want to sit and read pretentious rubbish. You will encounter the voracious readers who loathe competition, and who will challenge you to a literary duel, rather than engage you in friendly conversation about your latest reading. You will encounter the slack intellectuals who will immediately ask you if you have read Finnegans Wake, and when you say you have, will ask if you if you understood every line, and when you say of course not, will make some point that generally alludes to you being a halfwit. Fuck those fuckers.

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

Believe in yourself, you can do great things!

Success is end result of many combats.

Education enables the humans to achieve their fullest mental and physical potential in both personal and social life.

That is, ability, values, opportunities, gender, culture, and social class all affect the aspirations and achievements of academically talented students. So does chance.

Tell me, who in this life, were never guided in course of their realization of their goal?

So often we quit on the first failure. We must persistent long enough to achieve success.

I did not know of any single soul who succeed in life without a mentorship.

JOIN ILLUMINATI ORDER CALL, +27834271497 FOR RICH, WEALTH, FAME, LOVE and LUCK. Welcome to the great temple of Illuminati worldwide. Are you a Pastor, Politician, Business man or woman, Musician or an Artist, do you want to be famous or you want to become rich or powerful you can achieve your dreams by being a member of the Illuminati with this all your dreams and heart desire can be fully accomplish People say that the Illuminati are exceptionally wealthy. Is that true? It's true that all twelve members of the Ruling Council are wealthy, but money, for us, simply funds our mission, nothing else. We are not worshippers of Mammon, as our accusers would have you believe. You were born free and die free but will you live free? As long as habit and routine dictate the pattern of living, new dimensions of the soul will not emerge. "Wealth" of the Illuminati is in the form of priceless treasures, not "liquid" money. Some members of the Illuminati have acquired considerable wealth; if you want to join Illuminati contact the priest. To join everyone can join but are you going to keep the secret? BRIEFLY this is a spiritual worshiping whereby it helps you to be successfully in whatever you're doing in life. All men and women are welcome to join this Temple of Only Success, Respect and Super-Rich Model's DJ and rappers welcome Politicians come and wetness Bring your lovers name only and see the changes Business men and women Students come and clean your future GET OUT OF POVERTY Get off the poverty road and onto the path of prosperity now. If money has been tight and things haven't been going very well financially, Our Illuminati society will empower you to change your life and live your life to the fullest. CALL: +27834271497.

For academically talented women, in contrast, school success does not guarantee occupational success. Even the best female college students need people who will support them, encourage them, and – most important—who will connect them to opportunities.

learning something new, challenging oneself, setting goals and achieving them should be something natural in human life, for it is only through continuous growing that progress happens. Doing the contrary is equal to getting lost. If you stop dreaming, you stop living.

Higher education, in contrast, did not always keep its promise to develop the talents of even its best students. Left with classroom achievement alone, many students never found a negotiable path to a clearly envisioned career corresponding to their deepest interests and values.

Bryk and Schneider also found that relational trust—between teachers and administrators, teachers and teachers, and teachers and parents—has the power to offset external factors that are normally thought to be the primary determinants of a school’s capacity to serve students well: “Improvements in academic productivity were less likely in schools with high levels of poverty, racial isolation, and student mobility, but [the researchers] say that a strong correlation between [relational] trust and student achievement remains even after controlling for such factors.” 9

[LSSU] was the kind of school where students had a lot of pride. Not the raucous strain of sports pride... And not academic pride... It was more of a geographical pride. Kids were proud to live in that tough wilderness setting, and the best way to prove your mettle was through achievements in the wild.

Focus on wise striving and being energy efficient. How do you define being a “good student” in your house? For Lisa Damour, “good” doesn’t mean giving everything 100 percent—that’s what leads to burnout and feeds perfectionistic tendencies. Instead, it’s learning to be strategic about where you spend your energy. As Damour’s colleague put it: the difference between getting a 91 and a 99 is a life.

Moments of pride commemorate people’s achievements. We feel our chest puff out and our chin lift. 2. There are three practical principles we can use to create more moments of pride: (1) Recognize others; (2) Multiply meaningful milestones; (3) Practice courage. The first principle creates defining moments for others; the latter two allow us to create defining moments for ourselves. 3. We dramatically underinvest in recognition. • Researcher Wiley: 80% of supervisors say they frequently express appreciation, while less than 20% of employees agree. 4. Effective recognition is personal, not programmatic. (“ Employee of the Month” doesn’t cut it.) • Risinger at Eli Lilly used “tailored rewards” (e.g., Bose headphones) to show his team: I saw what you did and I appreciate it. 5. Recognition is characterized by a disjunction: A small investment of effort yields a huge reward for the recipient. • Kira Sloop, the middle school student, had her life changed by a music teacher who told her that her voice was beautiful. 6. To create moments of pride for ourselves, we should multiply meaningful milestones—reframing a long journey so that it features many “finish lines.” • The author Kamb planned ways to “level up”—for instance “Learn how to play ‘Concerning Hobbits’ from The Fellowship of the Ring”—toward his long-term goal of mastering the fiddle.

The point is, education in its truest form, is the foundation of all human endeavors. It is the most noble of all the civilized elements of human consciousness. Education enables the humans to achieve their fullest mental and physical potential in both personal and social life. The ability of being educated is what distinguishes humans from animals. You can teach a cockatoo to repeat a bunch of vocabularies, but you cannot teach it to construct a space shuttle and go to the moon.

Today our society places great emphasis on specialization and focus. Students used to go off to university with the idea of broadening themselves; now it has become a mostly vocational experience. Students use higher education as a means to develop a skill that will make them attractive to employers. We place so much emphasis on being good at what we do that we fail to realize that getting better at what we do might be best achieved by getting better at other—and wildly different— things.

First-century discipleship was expressed as a servant-master relationship (see Matthew 10:24). Once accepted as a disciple, a young man started as a talmidh, or beginner, who sat in the back of the room and could not speak. Then he became a distinguished student, who took an independent line in his approach or questioning. At the next level, he became a disciple-associate, who sat immediately behind the rabbi during prayer time. Finally he achieved the highest level, a disciple of the wise, and was recognized as the intellectual equal of his rabbi.'" 2. Memorizing the teacher's words: Oral tradition provided the basic way of studying. Disciples learned the teacher's words verbatim to pass along to the next person. Often disciples learned as many as four interpretations of each major passage in the Torah. 3. Learning the teacher's way of ministry: A disciple learned how his teacher kept God's commands, including how he practiced the Sabbath, fasted, prayed, and said blessings in ceremonial situations. He would also learn his rabbi's teaching methods and the many traditions his master followed. 4. Imitating the teacher's life and character: Jesus said that when a disciple is fully taught, he "will be like his teacher" (Luke 6:40). The highest calling of a disciple was to imitate his teacher. Paul called on Timothy to follow his example (see 2 Timothy 3:10-14), and he didn't hesitate to call on all believers to do the same (see 1 Corinthians 4:14-16; 1 1:1; Philippians 4:9). One story in ancient tradition tells of a rabbinical student so devoted to his teacher that he hid in the teacher's bedchamber to discover the mentor's sexual technique. To be sure, this is a bit extreme, yet it demonstrates the level of commitment required to be a disciple. 5. Raising up their own disciples: When a disciple finished his training, he was expected to reproduce what he'd learned by finding and training his own apprentices. He would start his own school and call it after his name, such as the House of Hillel.

More fundamentally, meritocracy is impossible to achieve, because, as Young says, a meritocracy is always based on an imperfect definition of merit and often narrowly defined to favor training, connections, and education primarily available to the wealthy. Take Stanford. Because Stanford is filled with students with top high-school GPAs and SAT scores, administrators can pat themselves on the back and say, “We only admit the best students. We’re a meritocracy.” The students are encouraged to think similarly. But is it just a coincidence that the median annual family income of a Stanford student is $167,500 while the national median is roughly one-third that? Did those high-achieving students naturally get high SAT scores, or did they benefit from their parents’ paying for tutors and sending them to private schools? Privilege accumulates as you advance in life. If the college you attend is the basis of your future employment networks, then it is impossible to say that your employment success is solely based on merit.

Abolitionist teaching is not a teaching approach: It is a way of life, a way of seeing the world, and a way of taking action against injustice. It seeks to resist, agitate, and tear down the educational survival complex through teachers who work in solidarity with their schools’ community to achieve incremental changes in their classrooms and schools for students in the present day, while simultaneously freedom dreaming and vigorously creating a vision for what schools will be when the educational survival complex is destroyed.

In this age, which believes that there is a short cut to everything, the greatest lesson to be learned is that the most difficult way is, in the long run, the easiest. All that is set forth in books, all that seems so terribly vital and significant, is but an iota of that from which it stems and which it is within everyone’s power to tap. Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge. Men are still being taught to create by studying other men’s works or by making plans and sketches never intended to materialize. The art of writing is taught in the classroom instead of in the thick of life. Students are still being handed models which are supposed to fit all temperaments, all kinds of intelligence. No wonder we produce better engineers than writers, better industrial experts than painters. My encounters with books I regard very much as my encounters with other phenomena of life or thought. All encounters are configurate, not isolate. In this sense, and in this sense only, books are as much a part of life as trees, stars or dung. I have no reverence for them per se. Nor do I put authors in any special, privileged category. They are like other men, no better, no worse. They exploit the powers given them, just as any other order of human being. If I defend them now and then — as a class — it is because I believe that, in our society at least, they have never achieved the status and the consideration they merit. The great ones, especially, have almost always been treated as scapegoats.

In many cases, this is due to simple execution failures. But in other cases, the institutions behave as though they were designed to achieve other, unacknowledged goals. Take school, for instance. We say that the function of school is to teach valuable skills and knowledge. Yet students don’t remember most of what they’re taught, and most of what they do remember isn’t very useful. Furthermore, our best research says that schools are structured in ways that actively interfere with the learning process, such as early wake-up times and frequent testing.

I had achieved my dream, but what had it brought? Wealth? I glanced at my dress, worn too many days now without washing, and at the patched cloak bunched under my arm. Renown? I’d been a celebrity in my student days, but since then I might as well have died. Happiness? My eyes pricked with tears. The day I received my degree I thought my life would be completely altered. I had entered the forbidden land of my father. Nothing would ever be the same. But in truth nothing happened. I remained plain old Agnes White, no richer or more famous or happier than before.

Nurture parent-teacher relationships. When students feel that parents are talking negatively about their teacher, it undermines that critical relationship, akin to the acrimonious divorce of parents, notes Suniya Luthar. Students learn best from teachers they feel close to, and teachers play an essential role in buffering against achievement stress. Show respect and appreciation when you speak about or interact with their teachers. Actively build a partnership with educators so that a child can be best supported. “Replace” yourself. Consider creating your own council of parents. Value and appreciate the adults in your children’s lives. Guard that time so that they can enjoy a wider safety net of support. You might even make it formal, as some parents I interviewed did, by creating a master sheet of phone numbers and meeting together as a group. Encourage gratitude. Help children to get into the habit of telling others explicitly why they matter. You might adopt a regular gratitude practice at home, like “the one thing I love about the birthday person.” Teach kids how to think gratefully. Point out when someone goes out of their way to find a present for them, or when they do something kind that makes your child’s life better. Researchers find gratitude is the glue that binds relationships together.

And so these three facts came together to form a powerful syllogism for people who cared about poverty: First, scores on achievement tests in school correlate strongly with life outcomes, no matter what a student’s background. Second, children in low-income homes did much worse on achievement tests than children in middle-income and high-income homes. And third, certain schools, using a very different model than traditional public schools, were able to substantially raise the achievement-test scores of low-income children. The conclusion: if we could replicate on a big, national scale the accomplishments of those schools, we could make a huge dent in poverty’s impact on children’s success.

We've reached a point in human history where higher education no longer works. As a result of technology, higher education in its traditional college setting no longer works. It will never be effective or progressive enough to keep up with the growing needs of employers who look to college institutions for their future employees. I can appreciate the good intent the college system set out to achieve. For previous generations, the formula actually worked. Students enrolled into universities that were affordable, they gained marketable skills and they earned good jobs. Since there was a proven track record of success, parents instilled the value of college in their children thinking they would achieve the same success story they did, but unfortunately Wall Street was watching. Wall Street, the federal government and the college system ganged up and skyrocketed the cost of tuition to record highs. This was easy to do because not only did they have posters blanketing high schools showing kids what a loser they would be if they didn't go to college, they also had Mom and Dad at home telling them the same thing. This system - spending 4+ years pursuing a college education when the world is changing at the speed of light - no longer works and it's not fixable. We now have the biggest employer's market in human history, where employers have their pick of the litter, and because of this employees will get paid less and less and benefits will continue to erode.

Well, sister, here’s the truth, and it may or may not surprise you that I’ve given this answer before, but it remains true. You aren’t going to find the time to pursue your goals; you’re going to make the time to pursue your goals. And the first thing you’re going to need to accept is that you are in control of your schedule. Yes, you, high-level executive. Yes, you, mama of four. Yes, you, college student with twenty-seven events this week. Yes, you, entry-level assistant with a demanding boss. You are in control of your schedule. In fact, there isn’t one thing in your life or your calendar right now that you didn’t allow to be there. Let that sink in for a second. Being overscheduled? That’s on you. Not finding time to feed yourself? You. Spending two hours a night watching TV or scrolling Instagram as a way to relax? Also your choice.

In an era of young girls clad in pink “Princess” T-shirts, a worrisome message emerges. That we have cause for concern is backed up by data on narcissism from surveys of college students and young adults indicating a culture of specialness and entitlement. It seems that more and more young women (and men) are adopting a disturbing ideology of self-government that I refer to as a narcisstocracy. Under this self-serving administration, they come to believe that the only things that matter in life are looking great, excelling in performance and achievement, winning the attention of important people, and positioning themselves well, and that if they do these things, the world will come right to their door. They aren’t concerned about the needs of others or the impact of their behavior on others unless it stymies their winner-take-all ambition, and gets in the way of getting what they want.

Once they’re admitted, we instill our students with hope, and we promise them challenging academics, close student-teacher relationships, and a nurturing and supportive environment—and we mean it. Further, with their admission, we extend a seemingly equitable opportunity for a diploma, itself an implied “passport to a better life.” This is the parents’ and students’ aspiration, and it’s the aspiration for which we, as overseers of these schools, have pledged our support and have dedicated our careers. However, when our young students actually enroll, against our best intentions but driven by our own fears, we overschedule, overwork, and sometimes overwhelm them. We set them up for frustration and failure when we expect them to think and act like adults long before they have actually developed those capacities. We reward high achievement over effort, and most of all, we overfocus on the college process almost from the moment they arrive.

suicide and scandal followed in his wake. The British weekly, the Sunday Referee (March 10, 1935) asked the question that over half a century later is only beginning to be answered. Who—and what—is Aleister Crowley? Around few men in contemporary life has been created such a wealth of fantastic fable and rumour as that which attaches to the name of this mysterious personality. Who indeed was this man, and why, if it were true he was guilty of so many unspeakable acts, was he never brought to justice or ever formally charged with any crime? To the modern student of Crowley, the answer to the second part of the question is simple. He was never charged with any crimes because there were no crimes to be charged with. And even if there were, to some, the magnitude and the importance of his work is such as to dwarf to insignificance an entire litany of personal flaws and excesses real or imagined. In the opinion of some of our contemporaries, Crowley was a genius of stellar magnitude. Currently his works enjoy a scrutiny and popularity that never was achieved in his

Introductory paragraph incorporating the thesis: After a challenging childhood marked by adversity, Adam Parrish has become a successful freshman at Harvard University. In the past, he had spent his time doubting himself, fearing he would become like his father, obsessing that others could see his trailer-park roots, and idealizing wealth, but now he has built a new future where no one has to know where he's come from. Before becoming a self-actualized young man at Harvard, Adam had been deeply fascinated by the concept of the ley lines and also supernaturally entangled with one of the uncanny forests located along one, but he has now focused on the real world, using only the ghost of magic to fleece other students with parlor trick tarot card readings. He hasn't felt like himself for months, but he is going to be just fine. Followed by three paragraphs with information that supports the thesis. First: Adam understands that suffering is often transient, even when it feels permanent. This too shall pass, etc. Although college seems like a lifetime, it is only four years. Four years is only a lifetime if one is a guinea pig. Second paragraph, building on the first point: Magic has not always been good for Adam. During high school, he frequently immersed himself in it as a form of avoidance. Deep down, he fears that he is prone to it as his father is prone to abuse, and that it will eventually make him unsuitable for society. By depriving himself of magic, he forces himself to become someone valuable to the unmagic world, i.e. the Crying Club. Third paragraph, with the most persuasive point: Harvard is a place Ronan Lynch cannot be, because he cannot survive there, either physically or socially. Without such hard barriers, Adam will surely continue to return to Ronan Lynch again and again, and thus fall back in with bad habits. He will never achieve the life of financial security and recognition he planned. Thesis restated, bringing together all the information to prove it: Although life is unbearable now, and Adam Parrish seems to have lost everything important to him in the present by pursuing the things important to him in the past, he will be fine. Concluding paragraph describing what the reader just learned and why it is important for them to have learned it: He will be fine. He will be fine. He will be fine. He will be fine.

In any case, there are all of those chores that most of us can’t avoid: cleaning, straightening, raking leaves, shopping for groceries, driving the children to various activities, preparing food, washing dishes, washing the car, commuting, performing the routine, repetitive aspects of our jobs. This is the “in-between time,” the stuff we have to take care of before getting on to the things that count. But if you stop to think about it, most of life is “in between.” When goal orientation comes to dominate our thoughts, little that seems to really count is left. During the usual nonplayoff year, the actual playing time for a National Football League team is sixteen hours. For the players, does this mean that the other 8,744 hours of the year are “in between”? Does all time take its significance only in terms of the product, the bottom line? And if winning, as the saying goes, is the only thing, does that mean that even the climactic hours achieve their worth merely through victory? There’s another way of thinking about it. Zen practice is ostensibly organized around periods of sitting in meditation and chanting. Yet every Zen master will tell you that building a stone wall or washing dishes is essentially no different from formal meditation. The quality of a Zen student’s practice is defined just as much by how he or she sweeps

JOIN ILLUMINATI ORDER” CALL +41 76 791 8253 FOR RICH, WEALTH, FAME, LOVE & LUCK. Welcome to the great temple of Illuminati worldwide. Are you a Pastor, Politician, Business man or woman, Musician or an Artist, do you want to be famous or you want to become rich or powerful you can achieve your dreams by being a member of the Illuminati with this all your dreams and heart desire can be fully accomplish People say that the Illuminati are exceptionally wealthy. Is that true? It's true that all twelve members of the Ruling Council are wealthy, but money, for us, simply funds our mission, nothing else. We are not worshippers of Mammon, as our accusers would have you believe. You were born free and die free but will you live free? As long as habit and routine dictate the pattern of living, new dimensions of the soul will not emerge. "Wealth" of the Illuminati is in the form of priceless treasures, not "liquid" money. Some members of the Illuminati have acquired considerable wealth; if you want to join Illuminati contact the priest. To join everyone can join but are you going to keep the secret? BRIEFLY this is a spiritual worshiping whereby it helps you to be successfully in whatever you're doing in life. All men and women are welcome to join this Temple of Only Success, Respect and Super-Rich Model's DJ and rappers welcome Politicians come and wetness Bring your lovers name only and see the changes Business men and women Students come and clean your future GET OUT OF POVERTY Get off the poverty road and onto the path of prosperity now. If money has been tight and things haven't been going very well financially, Our Illuminati society will empower you to change your life and live your life to the fullest. K¬indly conta¬ct us on +41767918253 or email: info786@pm.me Contact Person Agent Adam Address: Kronenstrasse 25 9230 Flawil Switzerland

Are you an influencer? Are you in media? Do you run a conference? A business? A podcast? Are you a mom in the PTA? Are you a teller at the local bank? Are you a volunteer for Sunday school at church? Are you a high school student? Are you a grandma of seven? Great! I need you. We need you! We need you to live into your purpose. We need you to create and inspire and build and dream. We need you to blaze a trail and then turn around and light the way with your magic so other women can follow behind you. We need you to believe in the idea that every kind of woman deserves a chance to be who she was meant to be, and she may never realize it if you—yes, you—don’t speak that truth into her life. You’ll be able to do that if you first practice the idea of being made for more in your own life. After all, if you don’t see it, how do you know you can be it? If women in your community or your network marketing group or your Zumba class don’t ever see an example of a confident woman, how will they find the courage to be confident? If our daughters don’t see a daily practice of us feeling not only comfortable but truly fulfilled by the choice to be utterly ourselves, how will they learn that behavior? Pursuing your goals for yourself is so important, and I’d argue that it’s an essential factor in living a happy and fulfilled existence—but it’s not enough simply to give you permission to make your dream manifest. I want to challenge you to love the pursuit and openly celebrate who you become along the journey. When your light shines brighter, others won’t be harmed by the glare; they’ll be encouraged to become a more luminescent version of themselves. That’s what leadership looks like. Leaders are encouraging. Leaders share information. Leaders hold up a light to show you the way. Leaders hold your hand when it gets hard. True leaders are just as excited for your success as they are for their own, because they know that when one of us does well, all of us come up. When one of us succeeds, all of us succeed. You’ll be able to lead other women to that place if you truly believe that every woman is worthy and called to something sacred.

Keep Your Ego at Bay; Stay Humble   Have you felt that urgent desire to feel important, to feel special and to feel way above over other people? As a graduate, do you think you have the best education and do you think you deserve that job opening more over the other guy? Do you think you have accomplished so much in life that you deserve better than your peers? If so, maybe your ego is getting the best of you. When you act based on your ego, there is a great chance that you will be at odds with the world and the people around you. You feel that you are more special than others because of your accomplishments, your education, your work and your possession. Because of that, you are failing to see others’ worth and importance. You only act based on what you think, because your opinion is the only one that matters. You barely admit mistakes; hence, you are depriving yourself of the opportunity to grow because you believe that you got everything you need. You are tarnishing your relationship with others by alienating them with your attitude. Ultimately, you are missing a lot in life! Dr. Dryer preaches about a life of humility and respect for one’s self and others. He always reminds his readers, students and followers to keep their ego at bay and stay humble. He believes in the universal truth that individuals are more common than different with each other; that no one is above someone or more special than others. He believes in the perfect being, the invisible force that created all of us, and so we are one and the same, just performing our own duty in this universe. Our ego stems from our desire to gain recognition from our achievements and hard work. There is nothing wrong with that. Humans crave to be recognized because it is one of the best feelings in the world. However, when you become overly attached to that idea and your entitlement, that is where ego comes in and it does more bad than good to you. The best way to be recognized is to stay humble and modest of your accomplishments. Your achievements sound the loudest when you are not telling it to everyone. You can only earn the highest of respect when you give the same amount of respect to others and to yourself. You can only feel truly special when you are not trying to be over someone else’s head, but rather carry others on your back to lift them up. That is what matters the most.

Accept success as a good thing, and invite it into your life. Set today as the starting point for a new life. Every race starts at one point. Every building starts with one stone. Every great work, every dream, every great achievement starts somewhere. The march of a thousand miles begins with one step, said Confucius. Everyone, absolutely everyone, have to start the walk somewhere. It does not matter where you are right now. It does not matter if you are a student, a professional, a housewife, a peasant coming to the city looking for a better life. It does not matter if you are unemployed and out of work (or as I like to refer to it: awaiting for a really wonderful and transformative life experience that I was not having in my former employment). What matters is not if you have a lot or have a little; but what you decide to do with what you have.

There can be a downside to the achievement drive: some people become workaholics, completely focused on their work goals and neglecting to live a full life. You can see this in students who are “grinds,” driven to get the highest grades at the sacrifice of everything else in their lives, just as you see it in those successful executives who work 18-hour days all through the week – and in anyone who has perfectionistic standards.

If you would like to be respected tried hard to be good to others without gaining benefits If you would like to fly above the ground prepared yourself in danger otherwise keep your foot firm in the ground and you will never witness any change in your life. The circle of life is unstoppable but you can stop not to ride the wrong side. Time has a valuable benefit on us but less we benefit from it How hard you try to achieve a goal dependent on how you far away from what you think were important for you before. Look forward before you look back ward but always look backward to realise the important of the past mistake in your life I never assume politics is easier then lead rough gangs into the battle field until you confront the motives of inner group. The more you tried to persuade the fool the more he exposes your weakness, Every man has time to live but brave guys have no time to live themselves The lack of leaders is a lack of light in the middle of a dark forest The student will not realise his potential unless his time in the class

7 things every kid should master A noted Williams College psychologist argues standardized tests are useful, if they measure the abilities students really need. By Susan Engel | 2458 words In the past few years, parents, teachers, and policy makers have furiously debated whether standardized tests should be used to promote or hold back children, fire teachers, and withhold funds from schools. The debate has focused for the most part on whether the tests are being used in unfair ways. But almost no one has publicly questioned a fundamental assumption — that the tests measure something meaningful or predict something significant beyond themselves. I have reviewed more than 300 studies of K–12 academic tests. What I have discovered is startling. Most tests used to evaluate students, teachers, and school districts predict almost nothing except the likelihood of achieving similar scores on subsequent tests. I have found virtually no research demonstrating a relationship between those tests and measures of thinking or life outcomes. When you hear people debate the use of tests in schools, the talk usually assumes that the only alternative to the current approach is no testing at all. But nothing could be further from the truth. Ideally, everyone would benefit from objective measures of children’s learning in schools. The answer is not to abandon testing, but to measure the things we most value, and find good ways to do that. How silly to measure a child’s ability to parse a sentence or solve certain kinds of math problems if in fact those measures don’t predict anything important about the child or lead to better teaching practices. Why not test the things we value, and test them in a way that provides us with an accurate picture of what children really do, not what they can do under the most constrained circumstances after the most constrained test preparation? Nor should this be very difficult. After all, in the past 50 years economists and psychologists have found ways to measure things as subtle and dynamic as the mechanisms that explain when and why we give in to impulse, the forces that govern our moral choices, and the thought processes that underlie unconscious stereotyping.

It has often been pointed out that the Japanese educational system aims to produce a high average level of achievement for all, rather than excellence for a few. Students in school are not encouraged to stand out or ask questions, with the result that the Japanese become conditioned to a life of the average. Being average and boring here is the very essence of society, the factor which keeps the wheels of all those social systems turning so smoothly. It need hardly be said that this is one of the major drawbacks of Japanese life. However, in watching the pottery class at Oomoto, the weak points of the American educational system became evident as well. Americans are taught from childhood to show creativity. If you do not ‘become a unique person’, then you are led to believe you have something wrong with you. Such thinking becomes a stumbling block: for people brought up in that atmosphere, creating a simple tea bowl is a great hardship. This is the ‘poison’ to which David was referring. I sometimes think that the requirement to ‘be interesting’ inculcated by American education might be a very cruel thing. Since most of us lead commonplace lives, it is a foregone conclusion that we will be disappointed. But in Japan, people are conditioned to be satisfied with the average, so they can’t fail but be happy with their lots. If

I believe we must pursue mastery for who we become along the way in its achievement. When we progress in Jiu Jitsu, that newfound experience and wisdom transcends into all areas of our lives. We use Jiu Jitsu as the vehicle for growth, but that growth radiates over all of human activity. Someone who devotes time and energy in learning this skill is learning far more than how to subdue an opponent. The student learns persistence, perseverance, pattern recognition, problem solving, and most importantly, learning how to learn. In the arena of life, these virtues are far more valuable than any guard pass.

The university's preponderant "Greek system"—I never heard the words without the echo of the expression Dad and the valley men had for being deeply baffled: It's Greek to me —seemed to be meant to bin students into housefuls as alike themselves as could be achieved. It worked wonderfully; there were entire fraternities and sororities where everyone looked like a first cousin of everyone else. And the system's snugness paced itself on from there. Rush Week to Homecoming to winter proms to May Week and with keg parties and mixers betweentimes, residents of Greek Row could count on a college life as preciously tempoed as a cotillion.

I observed all the students at IIT. They came from all parts of India, toppers in their respective schools. Few had come there to research science or learn about technology. Most had come to achieve their middle-class dream—a better life. And that is what the IITs promised them.

Planning Your Courses at the Schools of Experience If you think about McCall’s theory, going through the right courses in the schools of experience can help people in all kinds of situations increase the likelihood of success. One of the CEOs I have most admired, Nolan Archibald, has spoken to my students on this theory. Archibald has had a stellar career, including having been the youngest-ever CEO of a Fortune 500 company—Black & Decker. After he retired, he discussed with my students how he’d managed his career. What he described was not all of the steps on his résumé, but rather why he took them. Though he didn’t use this language, he built his career by registering for specific courses in the schools of experience. Archibald had a clear goal in mind when he graduated from college—he wanted to become CEO of a successful company. But instead of setting out on what most people thought would be the “right,” prestigious stepping-stone jobs to get there, he asked himself: “What are all the experiences and problems that I have to learn about and master so that what comes out at the other end is somebody who is ready and capable of becoming a successful CEO?” That meant Archibald was prepared to make some unconventional moves in the early years of his career—moves his peers at business school might not have understood on the surface. Instead of taking jobs or assignments because they looked like a fast-track to the C-suite, he chose his options very deliberately for the experience they would provide. “I wouldn’t ever make the decision based upon how much it paid or the prestige,” he told my students “Instead, it was always: is it going to give me the experiences I need to wrestle with?” His first job after business school was not a glamorous consulting position. Instead, he worked in Northern Quebec, operating an asbestos mine. He thought that particular experience, of managing and leading people in difficult conditions, would be important to have mastered on his route to the C-suite. It was the first of many such decisions he made. The strategy worked. It wasn’t long before he became CEO of Beatrice Foods. And then, at age forty-two, he achieved an even loftier goal: he was appointed CEO of Black & Decker. He stayed in that position for twenty-four years.

Learning planning Once goals have been set, we need to focus our attention on the means of achieving them. We must align the two or three hours’ a week class time with the students’ personal goals as much as possible, of course, but not to the detriment of the 100 plus remaining hours of waking time which could potentially be directed towards practising English. As teachers, then, we need to think about learning planning, not just lesson planning. By dedicating just 2 or 3 per cent more waking time to English, students can effectively double their English language life! Any impact this has will be far greater than just having a successful lesson. So what can teachers do to help make this happen? With just a few sessions devoted to learning planning early on in a course of study, followed up with occasional check-ups, students can set off on a path to much greater success than relying on the lessons alone. Lesson time well spent!

Meditation has nothing to do with contemplation of eternal questions, or of one’s own folly, or even of one’s navel, although a clearer view on all of these enigmas may result. It has nothing to do with thought of any kind—with anything at all, in fact, but intuiting the true nature of existence, which is why it has appeared, in one form or another, in almost every culture known to man. The entranced Bushman staring into fire, the Eskimo using a sharp rock to draw an ever-deepening circle into the flat surface of a stone achieves the same obliteration of the ego (and the same power) as the dervish or the Pueblo sacred dancer. Among Hindus and Buddhists, realization is attained through inner stillness, usually achieved through the samadhi state of sitting yoga.4 In Tantric practice, the student may displace the ego by filling his whole being with the real or imagined object of his concentration; in Zen, one seeks to empty out the mind, to return it to the clear, pure stillness of a seashell or a flower petal. When body and mind are one, then the whole thing, scoured clean of intellect, emotions, and the senses, may be laid open to the experience that individual existence, ego, the “reality” of matter and phenomena are no more than fleeting and illusory arrangements of molecules. The weary self of masks and screens, defences, preconceptions, and opinions that, propped up by ideas and words, imagines itself to be some sort of entity (in a society of like entities) may suddenly fall away, dissolve into formless flux where concepts such as “death” and “life”, “time” and “space”, “past” and “future” have no meaning. There is only a pearly radiance of Emptiness, the Uncreated, without beginning, therefore without end.5 Like the round bottomed Bodhidharma doll, returning to its centre, meditation represents the foundation of the universe to which all returns, as in the stillness of the dead of night, the stillness between tides and winds, the stillness of the instant before Creation. In this “void”, this dynamic state of rest, without impediments, lies ultimate reality, and here one’s own true nature is reborn, in a return from what Buddhists speak of as “great death”. This is the Truth of which Milarepa speaks.

Researchers at the Harvard Graduate School of Education recently asked ten thousand middle and high school students if their parents cared more about personal achievements or whether they were kind. Eighty percent said their parents cared more about achievements—individual success over relational bonds.

Through success and achievement, I found a place, an identity, a sense of self-worth. I was Paula the Good Student, Paula the Musician, and Paula the Overachiever. And though it wasn’t conscious, a subtle belief began to creep in: I was only as good as my next accomplishment, my next achievement, the next rung of the ladder I climbed. I was as good as the next thing I did.

But at some point in our thirties, or at the latest at forty, this game gets increasingly dull. Up till now everything has worked so well; we can give people the impression that we are “cool” or “witty” or “the serious, reflective student.” Up till now we have fixated on this self-image and led others to fixate on it. It was a help in demarcating our own ego from the environment. But the more such ego boundaries harden and the more anyone identifies with this sort of self-image and tries to maintain it at any price, the more clearly we also see the other side of the coin. If someone has kept busy up to the age of forty cultivating this image, it will be very difficult to change. At the same time it becomes increasingly clearer that the whole thing no longer adds up. What was pleasure becomes a burden. That is why this moment in the middle of life harbors the great opportunity—as difficult as it is—to reflect critically on what has previously been achieved, to change, to become more mature, wiser, and more integrated. Now the following words of Jesus take on a here-and-now flavor: “But when you are old, you will stretch out your hands, and another will gird you and carry you where you do not wish to go” (John 21:18).

The Best Banking Coaching Institute for Banking, SSC, Railway, Bank PO, Bank Clerk exam with Online Test Practice , is PLANET VIDYA the Best Coaching centre in Bhubaneswar. For more details visit us.” ― Planet Vidya Planet Vidya - It's where a new style of coaching comes in It provides affordable hostels, free study materials, free extra classes, online support, free library, free online test, free doubt clearing for life time. Since its creation from 1999, it has been producing a lot of officers, we can say it is a record. “ Planet Vidya “ has well regular researched and systematic material of its own with content that matches students' learning styles hence its teaching strategies to learning styles will help to increase student’s achievement.

Many of these students seem to have a blinkered view of their options. There’s crass but affluent investment banking. There’s the poor but noble nonprofit world. And then there is the world of high-tech start-ups, which magically provides money and coolness simultaneously. But there was little interest in or awareness of the ministry, the military, the academy, government service or the zillion other sectors. Furthermore, few students showed any interest in working for a company that actually makes products. . . . [C]ommunity service has become a patch for morality. Many people today have not been given vocabularies to talk about what virtue is, what character consists of, and in which way excellence lies, so they just talk about community service. . . . In whatever field you go into, you will face greed, frustration and failure. You may find your life challenged by depression, alcoholism, infidelity, your own stupidity and self-indulgence. . . . Furthermore . . . [a]round what ultimate purpose should your life revolve? Are you capable of heroic self-sacrifice or is life just a series of achievement hoops? . . . You can devote your life to community service and be a total schmuck. You can spend your life on Wall Street and be a hero. Understanding heroism and schmuckdom requires fewer Excel spreadsheets, more Dostoyevsky and the Book of Job. 110

How to use the law of attraction for successful life of Jack Canfield The Law of Attraction says that you will attract into your life whatever you focus on. Whatever you give your energy and attention to will come back to you. So, if you stay focused on the good and positive things in your life, you will automatically attract more good and positive things into your life. Let Jack Canfield guide us If you are going to be successful in creating the life of your dreams, you have first have to believe what you want is possible and you are capable of making it happen. — Jack Canfield(Law of Attraction statements) How to do your dreams? 1. Whatever you focus on, think about, read about, and talk about intensely, you’re going to attract more of into your life. — Jack Canfield(Law of Attraction statements) 2. If you are clear about your goals and take several steps in the right direction everyday, eventually you will succeed. So decide what it is you want, write it down, review it constantly, and each day do something that moves you toward those goals. — Jack Canfield Write your goals down in detail and read your list of goals every day. Some goals may entail a list of shorter goals. Losing a lot of weight, for example, should include mini-goals, such as 10-pound milestones. This will keep your subconscious mind focused on what you want step by step. — Jack Canfield(Law of Attraction statements) 4. If we are not a little bit uncomfortable every day, we’re not growing. All the good stuff is outside our comfort zone. — Jack Canfield(Law of Attraction statements) How to believe? 2. Whatever your dream is, look yourself in the mirror and declare that you are indeed going to achieve it – no matter what the price. — Jack Canfield(Law of Attraction statements) How to think? Psychologists tell us we think 50,000 thoughts a day…between 1,000 and 5,000 thoughts in a single hour. Many of those thoughts are about ourselves and about our performance, about our lovability, our capability and our significance. So the key is to control those thoughts, making certain they’re always positive. — Jack Canfield(Law of Attraction statements) How to choose? 1. I choose to believe things are possible, even when I don't know how they will happen. — Jack Canfield(Law of Attraction statements) 1. All your dreams await just on the other side of your fears. — Jack Canfield(Law of Attraction statements)

If you wanted to be the best then you had to swallow your pride and become a student of the game first.

Step Up Academy offers a conducive, encouraging, comfortable environment for children to step up their learning and achieve success. Our students progress within the Ontario Curriculum with adequate help with their homework and assignments. They communicate regularly with parents, believe in a team-based approach and look forward to helping parents give their children an early start in life.

Three kinds of people achieve illumination: those who learn, those who teach, and those who do both continuously.

Your expenses grow to match your income. As the decades pass and you realize that no, you’re not going to save the world, the money becomes a more and more important part of the justification. And when you have kids, you’re stuck; it’s much easier to deprive yourself of money (and what it buys) than to deprive your children of money. More important, you internalize the rationalizations for the work you are doing. It’s easier to think that underwriting new debt offerings really is saving the world than to think that you are underwriting new debt offerings, because of the money, instead of saving the world. And this goes for many walks of life. It’s easier for college professors to think that, by training the next generation of young minds (or, even more improbably, writing papers on esoteric subjects), they are changing the world than to think that they are teaching and researching instead of changing the world. Sure, there are self-parodying, economically delusional, psychotherapy-needing, despicable people on Wall Street . . . but there are also a lot of people who went there because it was easy and stayed because they decided they couldn’t afford not to and talked themselves into it. A college student asked me at a book talk what I thought about undergraduates who go work on Wall Street. And individually, I have nothing against them, although I do think they should do their best to keep their expenses down so they will be able to switch careers later. But as a system, it’s a bad thing that a small handful of highly profitable firms are able to invest those profits into skimming off some of the top students at American universities—universities that, even if nominally private, are partially funded by taxpayer money in the form of research grants and federal subsidies for student loans—and absorbing them into the banking-consulting-lawyering Borg.7

First, the subjects we teach are as large and complex as life so our knowledge of them is always flawed and partial. No matter how we devote ourselves to reading and research, teaching requires a command of content that always eludes our grasp. Second, the students we teach are larger than life and even more complex. To see them clearly and see them whole and respond to them wisely in the moment requires a fusion of Freud and Solomon that few of us achieve.

From kindergarten to the valedictory address, schools grade, rank, and label their best performers. The top high school student wins the first major life contest, a competition in which most members of society participate. Following high school, victors enter subsequent contests at an advantage. The race is never restarted.

Extremely talented students face an odd danger: they do so well in the paths they choose that they might not question whether the direction really fits them.

Outstanding students of color arrived on campus without the web of white middle-class family and school structures that provided Anglo students with practical knowledge in such areas as college choice strategies and career planning.

College bonds weakened for students of who lived off campus, took outside employment, and maintained active family commitments. Unskilled in navigating the university, these students were unlikely to enter the personal networks where insiders traded the practical information they desperately needed.

For minority students, as for women and working-class white valedictorians, superior college grades did not lead smoothly to high-level satisfying work.

In their early thirties, the most career-invested women and men in the Illinois Valedictorian Project are those who have found deep personal meaning in vocations. Those qualities and conditions that keep students centered on work are different than those that made them high school valedictorian.

To reach the head of the class, students needed to conform to the school system and work equally hard at all subjects.

For all students, a network of career exploration opportunities, sponsors, and mentors is a critical accompaniment to coursework.

In a nutshell, Mikao Usui was born in Japan, and he was very interested in answering the age-old question as a committed student-practitioner of Buddhism, "Why are we here?" His studies led him to speculate that the supreme goal of life is to achieve An-shin Ritsu-mei, which Doi describes as ‘You can abandon what you cannot change to the world and keep Kokoro calm without thinking about anything.’ In other words, chill out, do your best, and yield to the world things that you can't manage instead of running away from your life.

The gifted student who has studied under a great teacher would almost certainly adopt a less independent tone in his first papers, because he would have the attitude of a pupil to his senior, besides a deference due to appreciation of his senior’s achievements. A student without deference after distinguished tuition is almost always mediocre.

Trees make me believe that we can also renew and reshape our lives, no matter what we face in life.

Unless you become a big picture thinker, you will always stay where you are. ~ Ahmed Omaar

Unless you become a big picture thinker, you will always stay where you are.

Every student must choose one of two pains; the pain of self-discipline or the pain of regret of neglected opportunities.

Being a student is like someone behind the bars, only those who burn the midnight oil will get the certificate of freedom.

recounted an early childhood memory of sitting on my grandfather’s shoulders and waving a tiny American flag in a crowd gathered to greet the astronauts from one of the Apollo space missions after a successful splashdown in the waters off Hawaii. And now, more than forty years later, I told the graduates, I’d just had a chance to watch my own daughters hear from a new generation of space explorers. It had caused me to reflect on all that America had achieved since my own childhood; it offered a case of life coming full circle—and proof, just as their diplomas were proof, just as my having been elected president was proof, that the American idea endures. The students and their parents had cheered, many of them waving American flags of their own. I thought about the country I’d just described to them—a hopeful, generous, courageous America, an America that was open to everyone. At about the same age as the graduates were now, I’d seized on that idea and clung to it for dear life. For their sake more than mine, I badly wanted it to be true.

Huyck proved to be an outstanding administrator and, despite his lack of experience, quickly achieved one of the board’s top priorities. By ensuring that the teachers, curriculum, and classroom offerings met the necessary educational standards, he earned official accreditation for the school, a certification that made it eligible for federal and state financial aid.9 Along with his academic duties, he made time to coach the school’s poultry-judging team, which—as the local press proudly noted—“won over six other teams from high schools in larger towns in a recent contest.”10 At the annual meeting of the Michigan State Teachers’ Association in November 1923, Emory was chosen as a delegate to the general assembly and helped draft a resolution calling for the strict enforcement of the Volstead Act—formally known as the National Prohibition Act—“not only to prevent production and consumption of alcoholic liquors, but also to teach the children respect for the law.”11 He was also a member of both the Masons, “the most prestigious fraternal organization in Bath’s highly Protestant community,”12 and the Stockman Grange, at whose annual meeting in January 1924 he served as toastmaster and delivered a well-received talk on “The Bean Plant and Its Relation to Life.”13 Perhaps unsurprisingly for a man with his military training, Huyck was something of a disciplinarian, demanding strict standards of conduct from both the pupils and staff. “At day’s end,” writes one historian, “students were required to march from the building to the tune of martial music played on the piano. During the day, students tiptoed in the halls.” When a pair of high-spirited teenaged girls “greeted their barely older teachers with a jaunty ‘Well, hello gals,’” they were immediately sent to the superintendent, who imposed a “penalty [of] individual conferences with those teachers and apologies to them.”14

Islam provides the method by which our hearts can become sound and safe again. This method has been the subject of brilliant and insightful scholarship for centuries in the Islamic tradition. One can say that Islam in essence is a program to restore purity and calm to the heart through the remembrance of God. This present text is based on the poem known as Maṭharat al-Qulūb (literally, Purification of the Hearts), which offers the means by which purification can be achieved. It is a treatise on the “alchemy of the hearts,” namely, a manual on how to transform the heart. It was written by a great scholar and saint, Shaykh Muhammad Mawlud al Ya’qubi al-Musawi al-Muratani, As his name indicates, he was from Mauritania in West Africa. He was a master of all the Islamic sciences, including the inward sciences of the heart. He stated that he wrote this poem because he observed the prevalence of diseased hearts. He saw students of religion spending their time learning abstract sciences that people were not really in need of, to the neglect of those sciences that pertain to what people are accountable for in the next life, namely, the spiritual condition of the heart, In one of his most cited statements, the Prophet said, “Actions are based upon intentions.” All deeds are thus valued according to the intentions behind them, and intentions emanate from the heart. So every action a person intends or performs is rooted in the heart. Imam Mawlud realized that the weakness of society was a matter of weakness of character in the heart, Imam Mawlud based his text on many previous illustrious works, especially Imam al-Ghazali’s great Ihya’ Ulum alDin (The Revivification of the Sciences of the Religion). Each of the 40 books of Ihya‘ Ulum al-Din is basically about rectifying the human heart. If we examine the trials and tribulations, wars and other conflicts, every act of injustice all over earth, we’ll find they are rooted in human hearts.

When I stand in front of my students and tell my students to never give up their passion to chase dreams in life, I speak with conviction and purpose. And I try to live up to my words. And that's why I am here to struggle for my passion. I am here to keep believing in myself and keep trying to achieve my dreams in life.

Most great people have achieved their greatest success, just one step beyond their greatest failure.

This may be the fundamental problem with caring a lot about what others think: It can put you on the established path—the my-isn’t-that-impressive path—and keep you there for a long time. Maybe it stops you from swerving, from ever even considering a swerve, because what you risk losing in terms of other people’s high regard can feel too costly. Maybe you spend three years in Massachusetts, studying constitutional law and discussing the relative merits of exclusionary vertical agreements in antitrust cases. For some, this might be truly interesting, but for you it is not. Maybe during those three years you make friends you’ll love and respect forever, people who seem genuinely called to the bloodless intricacies of the law, but you yourself are not called. Your passion stays low, yet under no circumstance will you underperform. You live, as you always have, by the code of effort/result, and with it you keep achieving until you think you know the answers to all the questions—including the most important one. Am I good enough? Yes, in fact I am. What happens next is that the rewards get real. You reach for the next rung of the ladder, and this time it’s a job with a salary in the Chicago offices of a high-end law firm called Sidley & Austin. You’re back where you started, in the city where you were born, only now you go to work on the forty-seventh floor in a downtown building with a wide plaza and a sculpture out front. You used to pass by it as a South Side kid riding the bus to high school, peering mutely out the window at the people who strode like titans to their jobs. Now you’re one of them. You’ve worked yourself out of that bus and across the plaza and onto an upward-moving elevator so silent it seems to glide. You’ve joined the tribe. At the age of twenty-five, you have an assistant. You make more money than your parents ever have. Your co-workers are polite, educated, and mostly white. You wear an Armani suit and sign up for a subscription wine service. You make monthly payments on your law school loans and go to step aerobics after work. Because you can, you buy yourself a Saab. Is there anything to question? It doesn’t seem that way. You’re a lawyer now. You’ve taken everything ever given to you—the love of your parents, the faith of your teachers, the music from Southside and Robbie, the meals from Aunt Sis, the vocabulary words drilled into you by Dandy—and converted it to this. You’ve climbed the mountain. And part of your job, aside from parsing abstract intellectual property issues for big corporations, is to help cultivate the next set of young lawyers being courted by the firm. A senior partner asks if you’ll mentor an incoming summer associate, and the answer is easy: Of course you will. You have yet to understand the altering force of a simple yes. You don’t know that when a memo arrives to confirm the assignment, some deep and unseen fault line in your life has begun to tremble, that some hold is already starting to slip. Next to your name is another name, that of some hotshot law student who’s busy climbing his own ladder. Like you, he’s black and from Harvard. Other than that, you know nothing—just the name, and it’s an odd one. Barack.

If your only goal is to become rich, you will never achieve it.

In the NCLB era, when the ultimate penalty for a low-performing school was to close it, punitive accountability achieved a certain luster, at least among the media and politicians ... Closing schools should be considered a last step and a rare one. It disrupts lives and communities, especially those of children and their families. It destroys established institutions, in the hope that something better is likely to arise out of the ashes of the old, now-defunct school ... It teaches students that institutions and adults they once trusted can be tossed aside like squeezed lemons, and that data of questionable validity can be deployed [used] to ruin people's lives.

I’ll end with a story. A friend of mine was a student in France in 1967–68 at the Catholic University of the West. And one day her class visited a château in the Loire Valley. The docent took them into a room with an enormous stretch of hanging fabric, many yards across from one wall to the other. And on the fabric were hundreds of ugly knots and tangles of stray thread in a chaos of confused shapes that made very little sense. And the docent said, “This is what the artist saw as he worked.” Then she led my friend and her class around to the front of the fabric. And what they saw there is the great tapestry of the Apocalypse of St. John, the story of the book of Revelation in ninety immense panels. Created between 1377 and 1382, it’s one of the most stunning and beautiful expressions of medieval civilization, and among the greatest artistic achievements of the European heritage. The point is simply this: We rarely see the full effects of the good we do in this life. So much of what we do seems a tangle of frustrations and failures. We don’t see—on this side of the tapestry—the pattern of meaning that our faith weaves. But one day we’ll stand on the other side. And on that day, we’ll see the beauty that God has allowed us to add to the great story of his creation, the richness we’ve added to the lives of our family and friends, the mark for the better we’ve left on the world, and the revelation of his love that goes from age to age no matter how good or bad the times. We are each an unrepeatable, infinitely treasured part of that story. And this is why our lives matter.

Positive people like you all who spread positive energy achieve success in life. I have trained more than 10,000 students by now in my teaching experience of 12+ years. And I can tell this with conviction.

Sorry. That was a very long answer to your question. So to answer, I would say that no, I'm not depressed." "But sad?" "Sure." "Why is that—how is that different?" "Depression is a serious illness. It's physically painful, debilitating. And you can't just decide to get over it in the same way you can't just decide to get over cancer. Sadness is a normal human condition, no different from happiness. You wouldn't think of happiness as an illness. Sadness and happiness need each other. To exist, each relies on the other, is what I mean." "It seems like more people, if not depressed, are unhappy these days. Would you agree?" "I'm not sure I'd say that. It does seem like there's more opportunity to reflect on sadness and feelings of inadequacy, and also a pressure to be happy all the time. Which is impossible." "That's what I mean. We live in a sad time, which doesn't make sense to me. Why is that? Are there more sad people around now than there used to be?" "There are many around the university, students and profs whose biggest concern each day—and I'm not exaggerating—is how to burn the proper number of calories for their specific body type based on diet and amount of strenuous exercise. Think about that in the context of human history. Talk about sad. "There's something about modernity and what we value now. Our shift in morality. Is there a general lack of compassion? Of interest in others? In connections? It's all related. How are we supposed to achieve a feeling of significance and purpose without feeling a link to something bigger than our own lives? The more I think about it, the more it seems happiness and fulfillment rely on the presence of others, even just one other. The same way sadness requires happiness, and vice versa. Alone is..." "I know what you mean," I say. "There's an old example that gets used in first-year philosophy. It's about context. It goes like this: Todd has a small plant in his room with red leaves. He decides he doesn't like the look of it and wants his plant to look like the other plants in his house. So he very carefully paints each leaf green. After the paint dries, you can't tell that the plant has been painted. It just looks green. Are you with me?" "Yeah." "The next day he gets a call from his friend. She's a plant biologist and asks if he has a green plant she can borrow to do some tests on. He says no. The next day, another friend, this time an artist, calls to ask if he has a green plant she can use as a model for a new painting. He says yes. He's asked the same question twice and gives opposite answers, and each time he's being honest." "I see what you mean." Another turn, this time at a four-way stop. "It seems to me that in the context of life and existing and people and relationships and work, being sad is one correct answer. It's truthful. Both are right answers. The more we tell ourselves that we should always be happy, that happiness is an end in itself, the worse it gets. And by the way, this isn't a very original thought or anything. You know I'm not trying to be brilliant right now, right? We're just talking." "We're communicating," I say. "We're thinking.

All crowns come from "once upon a pain".

The American writer and teacher Helen Keller was born in 1921. She represents an extraordinary achievement in educational history for teaching students with disabilities, despite her advanced education. She inspires me as an activist; she has achieved her goals throughout her career and refused to back down; this woman has influenced my life; simply being yourself can be empowering.