Paul Howe Quotes

Currently our society tends to churn out individuals that tend to ask the system, “What are you going to give or do for me?” We see this attitude all around us. Self-serving individuals concerned with their personal comfort and welfare beyond the norm. These individuals expect the system to take care of them at all costs. When I run across one of these individuals, it makes me want to puke. This attitude is damn near a form of communism.

Irrelevant’ Chris Fogle turns a page. Howard Cardwell turns a page. Ken Wax turns a page. Matt Redgate turns a page. ‘Groovy’ Bruce Channing attaches a form to a file. Ann Williams turns a page. Anand Singh turns two pages at once by mistake and turns one back which makes a slightly different sound. David Cusk turns a page. Sandra Pounder turns a page. Robert Atkins turns two separate pages of two separate files at the same time. Ken Wax turns a page. Lane Dean Jr. turns a page. Olive Borden turns a page. Chris Acquistipace turns a page. David Cusk turns a page. Rosellen Brown turns a page. Matt Redgate turns a page. R. Jarvis Brown turns a page. Ann Williams sniffs slightly and turns a page. Meredith Rand does something to a cuticle. ‘Irrelevant’ Chris Fogle turns a page. Ken Wax turns a page. Howard Cardwell turns a page. Kenneth ‘Type of Thing’ Hindle detaches a Memo 402-C(1) from a file. ‘Second-Knuckle’ Bob McKenzie looks up briefly while turning a page. David Cusk turns a page. A yawn proceeds across one Chalk’s row by unconscious influence. Ryne Hobratschk turns a page. Latrice Theakston turns a page. Rotes Group Room 2 hushed and brightly lit, half a football field in length. Howard Cardwell shifts slightly in his chair and turns a page. Lane Dean Jr. traces his jaw’s outline with his ring finger. Ed Shackleford turns a page. Elpidia Carter turns a page. Ken Wax attaches a Memo 20 to a file. Anand Singh turns a page. Jay Landauer and Ann Williams turn a page almost precisely in sync although they are in different rows and cannot see each other. Boris Kratz bobs with a slight Hassidic motion as he crosschecks a page with a column of figures. Ken Wax turns a page. Harriet Candelaria turns a page. Matt Redgate turns a page. Ambient room temperature 80° F. Sandra Pounder makes a minute adjustment to a file so that the page she is looking at is at a slightly different angle to her. ‘Irrelevant’ Chris Fogle turns a page. David Cusk turns a page. Each Tingle’s two-tiered hemisphere of boxes. ‘Groovy’ Bruce Channing turns a page. Ken Wax turns a page. Six wigglers per Chalk, four Chalks per Team, six Teams per group. Latrice Theakston turns a page. Olive Borden turns a page. Plus administration and support. Bob McKenzie turns a page. Anand Singh turns a page and then almost instantly turns another page. Ken Wax turns a page. Chris ‘The Maestro’ Acquistipace turns a page. David Cusk turns a page. Harriet Candelaria turns a page. Boris Kratz turns a page. Robert Atkins turns two separate pages. Anand Singh turns a page. R. Jarvis Brown uncrosses his legs and turns a page. Latrice Theakston turns a page. The slow squeak of the cart boy’s cart at the back of the room. Ken Wax places a file on top of the stack in the Cart-Out box to his upper right. Jay Landauer turns a page. Ryne Hobratschk turns a page and then folds over the page of a computer printout that’s lined up next to the original file he just turned a page of. Ken Wax turns a page. Bob Mc-Kenzie turns a page. Ellis Ross turns a page. Joe ‘The Bastard’ Biron-Maint turns a page. Ed Shackleford opens a drawer and takes a moment to select just the right paperclip. Olive Borden turns a page. Sandra Pounder turns a page. Matt Redgate turns a page and then almost instantly turns another page. Latrice Theakston turns a page. Paul Howe turns a page and then sniffs circumspectly at the green rubber sock on his pinkie’s tip. Olive Borden turns a page. Rosellen Brown turns a page. Ken Wax turns a page. Devils are actually angels. Elpidia Carter and Harriet Candelaria reach up to their Cart-In boxes at exactly the same time. R. Jarvis Brown turns a page. Ryne Hobratschk turns a page. ‘Type of Thing’ Ken Hindle looks up a routing code. Some with their chin in their hand. Robert Atkins turns a page even as he’s crosschecking something on that page. Ann Williams turns a page. Ed Shackleford searches a file for a supporting document. Joe Biron-Maint turns a page. Ken Wax turns a page.

I have never bought into the bullshit theory of acceptable losses. We have the technology, the talent, the aggressiveness, and the expertise to bring more of our warriors home than ever before. Our combat, military, and political leaders choose to be mediocre at their jobs. That is as simple as I can put it.

Paul Beyerl, The Master Book of Herbalism, Phoenix Publishing, 1998 Bo Forbes, Yoga for Emotional Balance, Shambhala, 2011 Anna Franklin, The Hearth Witch’s Compendium: Magical and Natural Living for Every Day, Llewellyn, 2017 John Friedlander and Gloria Hemsher, Basic Psychic Development: A User’s Guide to Auras, Chakras, and Clairvoyance, Weiser, 2012 Malcolm Gaskill, Witchcraft: A Very Short Introduction, Oxford University Press, 2010 Sarah Gottesdiener, Many Moons Workbooks, 2016–2018 Karen Hamaker-Zondag, Tarot as a Way of Life: A Jungian Approach to the Tarot, Red Wheel/Weiser, 1997 Rachel Howe, Small Spells Black & White Tarot Deck Set, Discipline Press, smallspells.com

Books and Articles Adler, Margot. Drawing Down the Moon: Witches, Druids, Goddess-Worshippers, and Other Pagans in America. New York: Penguin Books, 1979. Anglo, Sydney, ed. The Damned Art: Essays in the Literature of Witchcraft. London and Boston: Routledge & K. Paul, 1977. Baker, Emerson W. The Devil of Great Island: Witchcraft and Conflict in Early New England. New York: Palgrave Macmillan, 2007. Behringer, Wolfgang. Witches and Witch-Hunts: A Global History. Cambridge, UK, and Malden, MA: Polity Press, 2004.

Boyer, Paul S., and Stephen Nissenbaum. Salem Possessed: The Social Origins of Witchcraft. Cambridge, MA: Harvard University Press, 1974. Breslaw, Elaine G. Tituba, Reluctant Witch of Salem: Devilish Indians and Puritan Fantasies. New York: New York University Press, 1996. Clark, Stuart. Thinking with Demons: The Idea of Witchcraft in Early Modern Europe. Oxford: Clarendon Press; New York: Oxford University Press, 1997. Cross, Tom Peete. Witchcraft in North Carolina. Chapel Hill: University of North Carolina, 1919. Davies, Owen. Popular Magic: Cunning-Folk in English History. New York: Bloomsbury, 2007. Demos, John Putnam. Entertaining Satan: Witchcraft and the Culture of Early New England. New York: Oxford University Press, 1982. Gibson, Marion. Witchcraft Myths in American Culture. New York: Routledge, 2007. Godbeer, Richard. The Devil’s Dominion: Magic and Religion in Early New England. Cambridge; New York: Cambridge University Press, 1992. Goss, K. David. Daily Life During the Salem Witch Trials. Santa Barbara, CA: Greenwood, 2012. Hall, David D. Worlds of Wonder, Days of Judgment: Popular Religious Belief in Early New England. New York: Knopf, 1989. Hansen, Chadwick. Witchcraft at Salem. New York: G. Braziller, 1969. Hutton, Ronald. The Triumph of the Moon: A History of Modern Pagan Witchcraft. Oxford, New York: Oxford University Press, 1999. Karlsen, Carol F. The Devil in the Shape of a Woman: Witchcraft in Colonial New England. New York: Norton, 1987. Levack, Brian P. The Witch-Hunt in Early Modern Europe. 3rd ed. Harlow, England, New York: Pearson Longman, 2006. Macfarlane, Alan. Witchcraft in Tudor and Stuart England: A Regional and Comparative Study. Prospect Heights, IL: Waveland, 1991. Matossian, Mary K. “Ergot and the Salem Witchcraft Affair.” American Scientist 70 (1970): 355–57. Mixon Jr., Franklin G. “Weather and the Salem Witch Trials.” The Journal of Economic Perspectives 19, no. 1 (2005): 241–42. Norton, Mary Beth. In the Devil’s Snare: The Salem Witchcraft Crisis of 1692. New York: Alfred A. Knopf, 2002. Parke, Francis Neal. Witchcraft in Maryland. Baltimore: 1937.

You need to know the difference between discomfort and pain and when to stop. If you condition yourself to stop when you feel discomfort and not pain, you’re setting yourself up for failure. You’re not only training your body to stop, but more importantly, you are training your mind to give in. You need to plan, prepare, rehearse, and make it happen; then repeat this cycle over and over. By properly planning and rehearsing, you take away all the excuses, and you realize that you have all that is necessary to succeed or fail.

School chasers, on the other hand, will have stunning résumés but are functionally illiterate in their fields and are often socially inept. Much of the time, they put so much energy in getting certificates, they never do their job, or their entire focus is spent on getting the “slot,” that they never have a chance to develop their team. Further, if they are always in school, they are never home to pass the knowledge on and develop their teams.

Live the example in training and mirror what you’re going to do in combat. Adhering to this philosophy will make your transition to the battlefield seamless. If you have built a realistic training system that mirrors combat and you train to exceed the standards, you will do well. The only change is that you may lose people.

Choose tactics that are simple and safe to execute and will ensure the greatest chance of survival for your men. We do a dangerous job, and the team needs to understand this.

You need to be technically and tactically proficient with all your weapon systems and set the standard for the newbie on the team. They should aspire to be like you one day. If you live the example, you set the stage for success. You also take away all the excuses, should anyone want to fall back on one.

Further, as a TL, I use a system where my team members get hands-on and either I cover or supervise. This is important because if I get caught getting hands-on, I am not doing my job as a leader. My job is to supervise my team and ensure that we maintain 360-degree security at all times.

Ask any performer in the field who they would choose to lead them in a high-risk environment: the person with four years of college or the person with four years of experience? The answer is simple.

Effective combat leadership should empower the fighting troops to take initiative and decisive action at the lowest level to support the common goal.

Personnel in the tactical arena should be thick skinned and ready for direct and frank feedback.

Once you master the basics, it is important to begin to reinforce the training with simple and realistic scenarios. The visualization phase of training needs to be confirmed with mission-oriented and realistic scenarios which require the individual to work with all the tools they carry on a mission. This training ensures that individual carries the proper gear and in the spot they can most efficiently use it.

There are no guarantees in life, but train in a system that will give you the best chances of survival and then allow your controlled and aggressive combat mind-set to do the rest.

They feel that by simply being issued the special gear, they are qualified to do the mission. An old instructor said to me, “It takes five minutes to dress like a commando, but years to become one.” This attitude of the “the gear makes me” is false. You always make the gear.

Some leaders implement the latest fad technique without properly researching it. These new techniques will generally work dry, but throw in role players and simunitions, and the problems jump out at you.

Still others implement the latest and greatest technique just because the instructor was from this or that organization. This can be dangerous for several reasons. First, there are a slew of instructors who are one-hit wonders out in the community. One type of instructor is the trainer who has been to all the schools, and their walls are covered by certificates, but they have never kicked in a door on an actual mission. The problem here is the schoolbook answer versus the reality-tried-and-tested answer.

Some techniques may work for one venue and not another. Streamline the techniques you use and practice into a simple and comprehensive package. If not, you will have a cluttered toolbox that will not work for you. You will not find the right tool when you need it.

Students and instructors will reinvent the wheel by bringing back old discarded techniques, as new or new and improved.

Take the time to first figure out why you want to teach. Is it to bolster your ego to feel important and have people sit back in awe of your stunning presence? Or, does it look to be an easy road and steady paycheck? Either of these reasons does nothing for the teaching profession, let alone your ego.

Maintaining my proficiency keeps me humble and practicing the basics. It ensures that I keep with current training trends and techniques, so that I know what the students are going through in their mind.

Closing a student’s mind should be a criminal offense. If you let your ego get in the way of your teaching, you may become flustered or angry and lose sight of your goal to enlighten or give back.

Record your strengths and positive experiences. Dwell upon them to the point where you can build on them and continually put them into practice in future lessons. Note weaknesses, then, try not to dwell on them and do not put them into action again. Learning not to do something again is learning

As noted earlier, current theory states that it takes two thousand to three thousand repetitions to master a physical act or develop physical “muscle memory.” I believe it takes an equal amount of “mental muscle memory” to ingrain a thought process or act.

Do not dwell on dying. Focus on your training and what you are going to do to ensure your survival.

How do we simplify this process at the individual level? Easy. We take the same basic concept that we use for self-defense in the United States and we transfer it overseas. If you feel your life or the life of another is in imminent danger of death or great bodily harm, you can use deadly force to protect yourself or others.

Only extraordinary leaders take the initiative and seek out this training. Generally, most of today’s officers feel that they don’t need the training, or that it is too easy. Yet these are the same officers who are overwhelmed in the stress of combat while trying to process all the incoming information under chaotic conditions.

You must also understand that with muscle memory, at least two to three thousand repetitions are necessary to help master a simple skill.

Keep your life as simple and efficient as possible. How? Learn with each stumble or failure. Failure is only an opportunity to excel. The perception in which your mind chooses to visualize your challenges in life will enable your successes or enhance your failures.

We have become a society that strives for the minimum standard, and this is how we live our lives. Failure to put in the desired time and effort will reward you with only middle-of-the-road performance.

I have witnessed both good and bad teachers. Too many times teachers, or “instructors,” want to wear the title or the T-shirt, if you will, to satisfy their own egos.