Role Model Short Quotes

When I was a little girl I wanted to be a reindeer-the flying kind. I spent a couple years galloping around looking for lichen and fantasizing about boy reindeer. Then one day I saw Peter Pan and my reindeer phase was over. I didn't understand the allure of not growing up, because every little girl got boobs and go steady. I did understand that a flying Peter Pan was better than a flying reindeer. Mary Lou had seen Peter Pan too, but Mary Lou's ambition was to be Wendy, so Mary Lou and I made a good pair. On most any day we could be seen holding hands, running through the neighborhood singing, "I can fly! I can fly!" If we'd been older this probably would have started rumors. The Peter Pan stage was actually pretty short-lived because a few months into Peter Pan I discovered Wonder Woman. Wonder Woman couldn't fly, but she had big, fat bulging boobs crammed into a sexy Wondersuit. Barbie was firmly entrenched as role model in the burg, but Wonder Woman gave her a good run for her money. Not only did Wonder Woman spill over her Wondercups but she also kicked serious ass. If I had to name the single most influential person in my life it would have to be Wonder Woman. All during my teens and early twenties I wanted to be a rock star. The fact that I can't play a musical instrument or carry a tune did nothing to diminish the fantasy. During my more realistic moments I wanted to be a rock star's girlfriend.

We require a philosophy that puts our aspirations and values once again in charge of our daily experience, all the while dethroning primal whims and the business models of Silicon Valley from their current dominance of this role; a philosophy that accepts new technologies, but not if the price is the dehumanization Andrew Sullivan warned us about; a philosophy that prioritizes long-term meaning over short-term satisfaction.

If your goal in life is to become fearless, then I believe you’re already on the wrong path, because the only truly fearless people I’ve ever met were straight-up sociopaths and a few exceptionally reckless three-year-olds—and those aren’t good role models for anyone. The truth is, you need your fear, for obvious reasons of basic survival. Evolution did well to install a fear reflex within you, because if you didn’t have any fear, you would lead a short, crazy, stupid life.

There’s no happy ending ... Nevertheless, we might well say that is exactly Harriet Beecher Stowe’s point. In 1852 slavery had not been abolished. Slaves were still on the plantations and many of them were in the hands of people like Legree. Her book was written to shame the collective conscience of America into action against an atrocity which was still continuing. So a happy ending would have been, frankly, a lie and a betrayal. ... Most of the charges are basically true. Stowe did stereotype. She did sentimentalize. She offered a role model which later offended African American pride. On the other hand, what she did worked. She wasn’t trying to provide a role model for African Americans. She was trying to make white Americans ashamed of themselves. ... Perhaps the short answer to her critics is to ask, “Do you want glory, approval, all those good things? Or do you want to achieve your goal?

Burry did not think investing could be reduced to a formula or learned from any one role model. The more he studied Buffett, the less he thought Buffett could be copied; indeed, the lesson of Buffett was: To succeed in a spectacular fashion you had to be spectacularly unusual. “If you are going to be a great investor, you have to fit the style to who you are,” Burry said. “At one point I recognized

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.

Every now and then, I’m lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists—although heavy on the wonder side and light on skepticism. They’re curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I’m asked follow-up questions. They’ve never heard of the notion of a “dumb question.” But when I talk to high school seniors, I find something different. They memorize “facts.” By and large, though, the joy of discovery, the life behind those facts, has gone out of them. They’ve lost much of the wonder, and gained very little skepticism. They’re worried about asking “dumb” questions; they’re willing to accept inadequate answers; they don’t pose follow-up questions; the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade, and it’s not just puberty. I’d guess that it’s partly peer pressure not to excel (except in sports); partly that the society teaches short-term gratification; partly the impression that science or mathematics won’t buy you a sports car; partly that so little is expected of students; and partly that there are few rewards or role models for intelligent discussion of science and technology—or even for learning for its own sake. Those few who remain interested are vilified as “nerds” or “geeks” or “grinds.

Often interfaces are assumed to be synonymous with media itself. But what would it mean to say that “interface” and “media” are two names for the same thing? The answer is found in the remediation or layer model of media, broached already in the introduction, wherein media are essentially nothing but formal containers housing other pieces of media. This is a claim most clearly elaborated on the opening pages of Marshall McLuhan’s Understanding Media. McLuhan liked to articulate this claim in terms of media history: a new medium is invented, and as such its role is as a container for a previous media format. So, film is invented at the tail end of the nineteenth century as a container for photography, music, and various theatrical formats like vaudeville. What is video but a container for film. What is the Web but a container for text, image, video clips, and so on. Like the layers of an onion, one format encircles another, and it is media all the way down. This definition is well-established today, and it is a very short leap from there to the idea of interface, for the interface becomes the point of transition between different mediatic layers within any nested system. The interface is an “agitation” or generative friction between different formats. In computer science, this happens very literally; an “interface” is the name given to the way in which one glob of code can interact with another. Since any given format finds its identity merely in the fact that it is a container for another format, the concept of interface and medium quickly collapse into one and the same thing.

Modeling the evolution of modularity became significantly easier after a kind of genetic variation was discovered by quantitative trait locus (QTL) mapping in the lab of James Cheverud at Washington University called 'relationship QTL' or r-QTL for short. An r-QTL is a genetic locus that affects the correlations between two quantitative traits (i.e. their variational relationship, and therefore, 'relationship' loci). Surprisingly, a large fraction of these so-mapped loci are also neutral with respect to the character mean. This means one can select on these 'neutral' r-QTLs without simultaneously changing the character mean in a certain way. It was easy to show that differential directional selection on a character could easily lead a decrease in genetic correlation between characters. Of course, it is not guaranteed that each and every population has the right kind of r-QTL polymorphisms, nor is it yet clear what kind of genetic architecture allows for the existence of an r-QTL. Nevertheless, these findings make it plausible that differential directional selection can enhance the genetic/variational individuality of traits and, thus, may play a role in the origin of evolutionary novelties by selecting for variational individuality. It must be added, though, that there has been relatively little research in this area and that we will need to see more to determine whether we understand what is going on here, if anything. In particular, one difficulty is the mathematical modeling of gene interaction (epistasis), because the details of an epistasis model determine the outcome of the evolution by natural selection. One result shows that natural selection increases or decreases mutational variance, depending on whether the average epistatic effects are positive or negative. This means that the genetic architecture is more determined by the genetic architecture that we start with than by the nature of the selection forces that act upon it. In other words, the evolution of a genetic architecture could be arbitrary with respect to selection.

It is useful to be reminded that in even the most distressed black neighborhoods, the majority of residents are “decent folk” who live by the rules and strive to lead respectable lives (Anderson 2000), yet crime and the fear of it weakens conventional social capital in these communities. Strong role models may be in short supply, the institutional infrastructure is weak, and, of most immediate relevance, bridges to good job opportunities in the wider world are in short supply.

learning—we have learned how to increase productivity, the outputs that can be produced with any inputs. There are two aspects of learning that we can distinguish: an improvement in best practices, reflected in increases in productivity of firms that marshal all available knowledge and technology, and improvements in the productivity of firms as they catch up to best practices. In fact, the distinction may be somewhat artificial; there may be no firm that has employed best practices in every aspect of its activities. One firm may be catching up with another in some dimension, but the second firm may be catching up with the first in others. In developing countries, almost all firms may be catching up with global best practices; but the real difference between developing and developed countries is the larger fraction of firms that are significantly below global best practices and the larger gap between their productivity and that of the best-performing firms. While we are concerned in this book with both aspects of learning, it is especially the learning associated with catching up that we believe has been given short shrift in the economics literature, and which is central to improvements in standards of living, especially in developing countries. But as we noted in chapter 1, the two are closely related; because of the improvements in best practices by the most innovative firms, most other firms are always engaged in a process of catching up. While the evidence of Solow and the work that followed demonstrated (what to many seems obvious) the importance of learning for increases in standards of living, to further explicate the role of learning, the first three sections of this chapter marshal other macro- and microeconomic evidence. In particular, we stress the pervasive gap between best practices and the productivity of most firms. We argue that this gap is far more important than the traditional allocative inefficiencies upon which most of economics has focused and is related to learning—or more accurately, the lack of learning. The final section provides a theoretical context within which to think about the sources of sustained increases in standards of living, employing the familiar distinction of movements of the production possibilities curve and movements toward the production possibilities curve. Using this framework, we explain why it is that we ascribe such importance to learning. Macroeconomic Perspectives There are several empirical arguments that can be brought to bear to support our conclusion concerning the importance of learning. The first is a simple argument: In theory, leading-edge technology is globally available. Thus, with sufficient capital and trained labor (or sufficient mobility for capital and trained labor), all countries should enjoy comparable standards of living. The only difference would be the rents associated with ownership of intellectual property rights and factor supplies. Yet there is an enormous divergence in economic performance and standards of living across national economies, far greater than can be explained by differences in factor supplies.1 And this includes many low-performing economies with high levels of capital intensity (especially among formerly socialist economies) and highly trained labor forces. Table 2.1 presents a comparison of formerly socialist countries with similar nonsocialist economies in the immediate aftermath of the collapse of the state-controlled model of economic activity. TABLE 2.1 Quality of Life Comparisons, 1992–1994 (U.S. $) Source: Greenwald and Khan (2009), p. 30. In most of these cases, at the time communism was imposed after World War II, the subsequently socialist economies enjoyed higher levels of economic development than

In a shipboard lecture en route to America, John Winthrop, Massachusetts’ first governor, called the soon-to-be-founded settlement “a city on a hill,” a model of God’s ultimate plan for humanity. Elaborated by a succession of ministers, this sense of divine purpose arose from a particular reading of sacred history: God had chosen the Puritans to create in America a New Zion, as He had once chosen the Jews in ancient times. Sometimes reformulated in secular language, this deep-seated belief in America’s unique role in history would long survive.

Managing the Neutral Zone: A Checklist Yes No   ___ ___ Have I done my best to normalize the neutral zone by explaining it as an uncomfortable time that (with careful attention) can be turned to everyone’s advantage? ___ ___ Have I redefined the neutral zone by choosing a new and more affirmative metaphor with which to describe it? ___ ___ Have I reinforced that metaphor with training programs, policy changes, and financial rewards for people to keep doing their jobs during the neutral zone? ___ ___ Am I protecting people adequately from inessential further changes? ___ ___ If I can’t protect them, am I clustering those changes meaningfully? ___ ___ Have I created the temporary policies and procedures that we need to get us through the neutral zone? ___ ___ Have I created the temporary roles, reporting relationships, and organizational groupings that we need to get us through the neutral zone? ___ ___ Have I set short-range goals and checkpoints? ___ ___ Have I set realistic output objectives? ___ ___ Have I found the special training programs we need to deal successfully with the neutral zone? ___ ___ Have I found ways to keep people feeling that they still belong to the organization and are valued by our part of it? And have I taken care that perks and other forms of “privilege” are not undermining the solidarity of the group? ___ ___ Have I set up one or more Transition Monitoring Teams to keep realistic feedback flowing upward during the time in the neutral zone? ___ ___ Are my people willing to experiment and take risks in intelligently conceived ventures—or are we punishing all failures? ___ ___ Have I stepped back and taken stock of how things are being done in my part of the organization? (This is worth doing both for its own sake and as a visible model for others’ similar efforts.) ___ ___ Have I provided others with opportunities to do the same thing? Have I provided them with the resources—facilitators, survey instruments, and so on—that will help them do that? ___ ___ Have I seen to it that people build their skills in creative thinking and innovation? ___ ___ Have I encouraged experimentation and seen to it that people are not punished for failing in intelligent efforts that do not pan out? ___ ___ Have I worked to transform the losses of our organization into opportunities to try doing things a new way? ___ ___ Have I set an example by brainstorming many answers to old problems—the ones that people say we just have to live with? Am I encouraging others to do the same? ___ ___ Am I regularly checking to see that I am not pushing for certainty and closure when it would be more conducive to creativity to live a little longer with uncertainty and questions? ___ ___ Am I using my time in the neutral zone as an opportunity to replace bucket brigades with integrated systems throughout the organization?

Appendix 1 Our Family's Core Values and Mission YOUR CORE VALUES What are the most important values in your family? Do your kids know these are critical? Do both parents agree on the ranking of values? This worksheet will help you develop and communicate your top values. A "value" is an ideal that is desirable. It is a quality that we want to model in our own lives and see developed in the lives of our kids. For instance, honesty is a very important value, for without it you can't have trust in your relationships. Take time in writing your answers to the following questions. 1. When time and energy are in short supply, what should we make sure we cover in parenting our children? List a few ideas. Then circle the nonnegotiables. 2. What are the "we'd like to get around to these" values? These are the semi-negotiables. 3. What were the top three values of each of your families of origin (the family you grew up in)? Father Mother 1. 1. 2. 2. 3. 3. 4. Think about a healthy, positive family-one that serves as a role model for you. What would you say are their top three values? 1. 2. 3. 5. What are three or four favorite Scripture verses that communicate elements of a healthy family? 1. 2. 3. 4. Based on these verses, what are the three or four principles from Scripture that you'd like to see evidenced in your family? 1. 2. 3. 4. 6. What values are your "pound the table with passion" values? What are the ones that you feel very strongly about? (You may already have them listed.) To help you with this, complete the following sentences: More families need to ... The problem with today's families is ... DEVELOPING YOUR FAMILY'S MISSION STATEMENT Besides writing out your core values, you will do well to develop a family mission statement (or covenant). These important documents will shape your family. The founders of the United States knew that guiding documents would keep us on course as a fledgling democracy; so too will these documents guide your family as you seek to be purposeful. Sample mission statement: We exist to love each other and advance Gods timeless principles and his kingdom on earth. Complete the following: 1. Our family exists to ... 2. What are some activities or behaviors that you imagine your family carrying out? 3. Describe some qualities of character that you can envision your family being known for. 4. What is unique about your family? What makes you different? What are you known for? What sets you apart? 5. What do you hope to do with and through your family that will outlive you? What noble cause greater than yourselves do you want your family to pursue? 6. With these five questions completed, look for a Scripture that supports the basic ideas of your rough-draft concepts for your family mission statement. If there are several candidates, talk about them thoughtfully and choose one, writing it out here: 7. Using the sample as a template, your five questions and your family Scripture, write a rough draft of your family mission statement: 8. Rewrite the mission statement, keeping the same concepts but changing the order of the mission statement. This is simply to give you two options. 9. Discuss this mission statement as a family if the kids are old enough. Discuss it with a few other friends or extended family members. Any feedback? 10. Pray about your family mission statement for a couple of weeks, asking God to affirm it or help you edit it. Then write up the final version. Consider making a permanent version of your family mission statement to hang on a wall in your home.

We think fathers are supposed to be these perfect role models – and maybe they should be, but really their just men. I think most daughters lose sight of that fact and then when their dad’s fall short of the ‘God’ status they get hurt. They’re men. We need to keep it in perspective and not set our standards so high. Face it, most of them should have to apply for a license just to be able to procreate. Seriously

Christianity, Origen sometimes implies, is nothing less than Platonism for the masses.37 However, the figure at the center of his sermons and his pastoral work was Jesus. Origen devoted more of his attention to Jesus as a person than any previous Christian thinker. He saw him not only as the son of God and the Messiah (the principal theme of Saint Paul’s epistles), but as a role model and inspiration for the individual Christian. Jesus served as a walking, talking example of how anyone could live in conformity with the highest moral principles: in short, as the consummate Socratic philosopher.

The Twelve Behaviors 1.​Focus on customers and growth (serve customers well and aggressively pursue growth). 2.​Lead impactfully (think like a leader and serve as a role model). 3.​Get results (consistently meet any commitments that you make). 4.​Make people better (encourage excellence in peers, subordinates, and/or managers). 5.​Champion change (drive continuous improvement in our operations). 6.​Foster teamwork and diversity (define success in terms of the entire team). 7.​Adopt a global mind-set (view the business from all relevant perspectives, and see the world in terms of integrated value chains). 8.​Take risks intelligently (recognize that we must take greater but smarter risks to generate better returns). 9.​Be self-aware (recognize your behavior and how it affects those around you). 10.​Communicate effectively (provide information to others in a timely, concise, and thoughtful way). 11.​Think in an integrative fashion (make more holistic decisions beyond your own bailiwick by applying intuition, experience, and judgment to the available data). 12.​Develop technical or functional excellence (be capable and effective in your particular area of expertise).

The full-blown, the absolute catastrophe would be a true omnipresence of all networks, a total transparency of all data - something from which, for now, computer viruses preserve us. Thanks to them, we shall not be going straight to the culminating point of the development of information and communications, which is to say: death. These viruses are both the first sign of this lethal transparency and its alarm signal. One is put in mind of a fluid travelling at increasing speed, forming eddies and anomalous countercurrents which arrest or dissipate its flow. Chaos imposes a limit upon what would otherwise hurtle into an absolute void. The secret disorder of extreme phenomena, then, plays a prophylactic role by opposing its chaos to any escalation of order and transparency to their extremes. But these phenomena notwithstanding, we are already witness to the beginning of the end of a certain way of thinking. Similarly, in the case of sexual liberation, we are already witness to the beginning of the end of a certain type of gratification. If total sexual promiscuity were ever achieved, however, sex itself would self-destruct in the resulting asexual flood. Much the same may be said of economic exchange. Financial speculation, as turbulence, makes the boundless extension of real transactions impossible. By precipitating an instantaneous circulation of value - by, as it were, electrocuting the economic model - it also short-circuits the catastrophe of a free and universal commutability - such a total liberation being the true catastrophic tendency of value.

however, the round trip was a very long one (fourteen months was in fact well below the average). It was also hazardous: of twenty-two ships that set sail in 1598, only a dozen returned safely. For these reasons, it made sense for merchants to pool their resources. By 1600 there were around six fledgling East India companies operating out of the major Dutch ports. However, in each case the entities had a limited term that was specified in advance – usually the expected duration of a voyage – after which the capital was repaid to investors.10 This business model could not suffice to build the permanent bases and fortifications that were clearly necessary if the Portuguese and their Spanish allies* were to be supplanted. Actuated as much by strategic calculations as by the profit motive, the Dutch States-General, the parliament of the United Provinces, therefore proposed to merge the existing companies into a single entity. The result was the United East India Company – the Vereenigde Nederlandsche Geoctroyeerde Oostindische Compagnie (United Dutch Chartered East India Company, or VOC for short), formally chartered in 1602 to enjoy a monopoly on all Dutch trade east of the Cape of Good Hope and west of the Straits of Magellan.11 The structure of the VOC was novel in a number of respects. True, like its predecessors, it was supposed to last for a fixed period, in this case twenty-one years; indeed, Article 7 of its charter stated that investors would be entitled to withdraw their money at the end of just ten years, when the first general balance was drawn up. But the scale of the enterprise was unprecedented. Subscription to the Company’s capital was open to all residents of the United Provinces and the charter set no upper limit on how much might be raised. Merchants, artisans and even servants rushed to acquire shares; in Amsterdam alone there were 1,143 subscribers, only eighty of whom invested more than 10,000 guilders, and 445 of whom invested less than 1,000. The amount raised, 6.45 million guilders, made the VOC much the biggest corporation of the era. The capital of its English rival, the East India Company, founded two years earlier, was just £68,373 – around 820,000 guilders – shared between a mere 219 subscribers.12 Because the VOC was a government-sponsored enterprise, every effort was made to overcome the rivalry between the different provinces (and particularly between Holland, the richest province, and Zeeland). The capital of the Company was divided (albeit unequally) between six regional chambers (Amsterdam, Zeeland, Enkhuizen, Delft, Hoorn and Rotterdam). The seventy directors (bewindhebbers), who were each substantial investors, were also distributed between these chambers. One of their roles was to appoint seventeen people to act as the Heeren XVII – the Seventeen Lords – as a kind of company board. Although Amsterdam accounted for 57.4 per cent of the VOC’s total capital, it nominated only eight out of the Seventeen Lords.

Surviving suicide is never easy, but it is possible with support, with time, compassionate direction, and, in some cases, counseling. While there are predictable responses, every case is unique. How we respond is determined genetically, culturally, and by such factors as religion, age, gender, previous experience with loss, and role models of other survivors available to us. The pattern of recovery is unpredictable. Responses such as numbness, denial, or rage, which are often thought to occur shortly after a suicide, may be absent for many months or even years. They may emerge unexpectedly years later. We are unable to identify an orderliness to the reactions of suicide. Perhaps the most important aspect of providing help to survivors is an attitude of compassionate understanding. Survivors remember the words that brought them the most comfort, as well as those spoken in haste and insensitively. In our eagerness to help we may say things that we regret later. Sensitivity to the survivor's needs and readiness to hear is crucial. Lacking such readiness, the survivor may reject all overtures, in essence saying, "Leave me alone. Unless you've experienced something like this, you don't know what I'm experiencing. Don't pretend to be an understanding, compassionate healer.

You uncover the best research and study the highest achievers. Anytime you don’t know the answer, your answer is to go find your answer. In other words, by default, your first ONE Thing is to search for clues and role models to point you in the right direction. The first thing to do is ask, “Has anyone else studied or accomplished this or something like it?” The answer is almost always yes, so your investigation begins by finding out what others have learned. One of the reasons I’ve amassed a large library of books over the years is because books are a great go-to resource. Short of having a conversation with someone who has accomplished what you hope to achieve, in my experience books and published works offer the most in terms of documented research and role models for success. The Internet has quickly become an invaluable tool as well. Whether offline or online, you’re trying to find people who have already gone down the road you’re traveling, so you can research, model, benchmark, and trend their experience. A college professor once told me, “Gary, you’re smart, but people have lived before you. You’re not the first person to dream big, so you’d be wise to study what others have learned first, and then build your actions on the back of their lessons.” He was so right. And he was talking to you too. The research and experience of others is the best place to start when looking for your answer.

However, in a perverse twist on the modern take of the rich, our society gives those who have achieved the greatest success by work and diligence short shrift.We are not interested in emulating the Toyota-driving, modestly attired, bling-less entrepreneur or sales professional. Instead, we take as our role models celebrities and athletes, masters of the universe. Rather than attempt to find their luck, we have come to think that if we act like them, look like them, drive the cars they drive, we are glitteringly rich. In the process of buying into the marketing hype, of getting sucked into the brand advertising, we have frittered away our wealth. It’s not your fault, in a way, as some of the smartest people in the world seem to be working in marketing and advertising,

The development of quantum mechanics in the 1920s motivated physicists to tackle all the unsolved problems of physics with the new methods and see if they worked (they mostly did). But what was the evidence for any of this new way of thinking? The evidence that was persuasive at the time was a number of rather abstract physics experiments concerning the nature of atomic spectra or the interaction between light and metal surfaces. Each was important in its own way, but what ought to have played an important role in retrospect was something far, far simpler: the observation that magnets work. The crucial step was made by an unknown Dutch scientist called Hendreka van Leeuwen, and what she showed was that magnets couldn’t exist if you just use classical (i.e. pre-quantum) physics. Hendreka van Leeuwen’s doctoral work in Leiden was done under the supervision of Lenz and the work was published in the Journal de Physique et le Radium in 1921. Unfortunately, it subsequently transpired that her main result had been anticipated by Niels Bohr, the father of quantum mechanics, but as it had only appeared in his 1911 diploma thesis, written in Danish, it was unsurprising she hadn’t known about it. Their contribution, though conceived independently, is now known as the Bohr–van Leeuwen theorem, which states that if you assume nothing more than classical physics, and then go on to model a material as a system of electrical charges, then you can show that the system can have no net magnetization; in other words, it will not be magnetic. Simply put, there are no lodestones in a purely classical Universe.

He was a financial titan who had built a powerful and lucrative investment firm before a lengthy ban from the securities industry for insider trading and a short prison sentence ended his career. He emerged from incarceration to devote the rest of his life to philanthropy and politics, a transformation that did not convince some of his critics. He was perhaps not the ideal role model, but his advice was always crisp and helpful to recall at the right moment.

Dear Daughter, Success is good in life and so is character. Keep working on your character. Choose to be a role model. A well-to-do woman with good morals.

A memoir in which the author shares his impressive journey of emigrating to the United States to escape a difficult life in an impoverished Nigerian village. Born into an extremely poor family in Nigeria, ‘Deji Ayoade had early memories of wanting to come to America to do better for himself. For years, he dreamed about having a bright future in the United States. At seven, he promised his mother that one day he would be a doctor in America and take her and his siblings away from their dangerous and impoverished existence. By the age of thirty-three, ‘Deji had been in the United States for five years and was living his dream. He had earned a master’s degree, married and had a child, been recruited into the Navy, and become a US citizen. He makes good on the promise to his mother and brings her, his sister, and his sister’s baby to the United States. UNDERGROUND: A Memoir of Hope, Faith, and the American Dream is a well-structured, compelling memoir written by a determined man with big dreams, ambitious goals, and the strength to never lose sight of where he is headed. Commitment, intelligence, and drive contribute to his fulfilling what he deems to be his purpose in life. His accomplishments in the armed services are nothing short of admirable. Ayoade draws readers into the 1980s culture of the poorer regions of Nigeria with vivid descriptions of the sights, sounds, and smells of areas in which they lived. His credible recreation of scenes reveals insight into the civilization that had considerable influence on him. Family dynamics also play a significant role in Ayoade’s life. His recollection of his father’s contradictory behaviors both confuse and enlighten him. His fond memories of his grandmother—the family member he trusted the most—are heartfelt and touching. While coming to the United States offers many positive experiences for Ayoade, it doesn’t come without problems, and one that the author talks about with deep emotion and candidness is racism. Thoughtful in the way he acknowledges possible differences of perspectives, he describes how it feels to be looked at differently. One scene in particular demonstrates just how prejudiced and insensitive people can be when it comes to racial biases. Ayoade writes from the heart with emotion and honesty that demonstrate his passion for what he does in life. His ability to weave together a cohesive story from so many disparate fragments is remarkable. His religious faith and commitment to never-ending improvement for himself are inspiring and a basis for being a role model for others. UNDERGROUND: A Memoir of Hope, Faith, and the American Dream–author ‘Deji Ayoade’s reflections on overcoming enormous obstacles and emigrating from Nigeria to the United States–is candid, heartwarming, and inspirational.

just seven years later Henry Ford began to sell his Model T, the first mass-produced affordable and durable passenger car, and in 1911 Charles Kettering, who later played a key role in developing leaded gasoline, designed the first practical electric starter, which obviated dangerous hand cranking (fig. 2.2). And although hard-topped roads were still in short supply even in the eastern part of the US, their construction began to accelerate, with the country’s paved highway length more than doubling between 1905 and 1920. No less important, decades of crude oil discoveries accompanied by advances in refining provided the liquid fuels needed for the expansion of the new transportation, and in 1913 Standard Oil of Indiana introduced William Burton’s thermal cracking of crude oil, the process that increased gasoline yield while reducing the share of volatile compounds that make up the bulk of natural gasolines.

It's got to be disappointing, being called all those things." Nancy thinks: How long has she been doing this? Nearly twenty years--she can pin it to the month. The answer to that question can never untie itself from her husband's death: when Howard was killed, Nancy ran. Since then she has been called, among other things, a bitch, a cunt, a slut. Hysterical, emotional, irrational. Too fat, too thin, too tall, too short. Murderer of a husband, mother of a faggot, destroyer of liberty. A harpy, a ballbuster, a snowflake, a traitor. But also: a fighter. A role model. Sunglasses on, coat collar popped, walking down the Capitol steps. A hope, and probably just as often, a threat. The reason that the Republic might ultimately prevail, but also the source of its ultimate demise. She says: "America is disappointing, Cate. That's why we do what we do.

If we consider ourselves and our societies as integral parts of the Earth system, and we take seriously the new properties that humans bring to the Earth system, then this requires a new kind of Earth system science. It has to integrate elements of the social sciences at least insofar as they help us to understand the role of human agency in planetary functioning. This could change the nature of Earth system models and the ways in which we use them. Instead of making predictions based on some set of assumptions about future human activities—as if we lived outside of the system—human activities and agency could become a more integral part of the models. Equally, Earth system considerations call for some rethinking of economics and a wider social discussion about what kind of future we want, which will engage the arts and the humanities as well as the social sciences.

My childhood affected my approach to being a Dad. Because of my experiences, I made three resolutions: First, when it came time for me to be a father, I was going to constantly push myself to grow, learn, and adapt to whatever challenges came my way. Second, I would always be there for my kids. No matter what the need would be, I would always be present and strive to be a positive role model. Third, being a father is a PRIVILEGE. It is nothing short of amazing! However, just as anything else in life, we are not born with the skills and knowledge to naturally be the best we can be.

Dear Daughter, Success is good in life and so is character. Keep working on your character. Choose to be a role model, a well-to-do woman with good morals.

The Lonely, Deprived Child The most popular theory is one we often encounter in the treatment room. It’s the story of a child who grew up feeling conditionally loved based on performance. His parents may have expected him to be the best, instilling that to be anything short of perfect is to be flawed, inadequate, and unlovable. He may have been taught that love is tentative and contingent, or that his emotional needs would be met if he achieved greatness. His parents may have sought pride and attention through his achievements, implying a less-than-perfect performance would devastate them. This scenario may be complicated by different treatment from each parent. These children are often criticized by one parent while doted on, overprotected, or used as a surrogate spouse by the other. They may comply with their parents’ demands and expectations to receive attention and dodge criticism and shame. In response to this profound emotional deprivation, manipulation, and stifling of the precious and vulnerable little self, the child develops an attitude of I will need no one, No one is to be trusted, I will take care of myself, or I’ll show you. He was not loved for being himself, and was neither guided nor encouraged in the discovery of his true inclinations. He was not made to feel completely safe and unquestionably cherished by a caregiver. He was not shown how to walk in someone else’s shoes—how to feel the inner emotional life of another person. There was no role model for empathy and attunement. He was left with shame and a sense of defectiveness, both from the direct criticism and from the withholding of emotional nourishment and, often, physical affection. He was made to feel there was something wrong with him, as if wanting comfort, attention, and understanding were weaknesses. In defense, he mustered up whatever safeguards he could to extinguish the pain.

Jim Cramer’s Mad Money is one of the most popular shows on CNBC, a cable TV network that specializes in business and financial news. Cramer, who mostly offers investment advice, is known for his sense of showmanship. But few viewers were prepared for his outburst on August 3, 2007, when he began screaming about what he saw as inadequate action from the Federal Reserve: “Bernanke is being an academic! It is no time to be an academic. . . . He has no idea how bad it is out there. He has no idea! He has no idea! . . . and Bill Poole? Has no idea what it’s like out there! . . . They’re nuts! They know nothing! . . . The Fed is asleep! Bill Poole is a shame! He’s shameful!!” Who are Bernanke and Bill Poole? In the previous chapter we described the role of the Federal Reserve System, the U.S. central bank. At the time of Cramer’s tirade, Ben Bernanke, a former Princeton professor of economics, was the chair of the Fed’s Board of Governors, and William Poole, also a former economics professor, was the president of the Federal Reserve Bank of St. Louis. Both men, because of their positions, are members of the Federal Open Market Committee, which meets eight times a year to set monetary policy. In August 2007, Cramerwas crying outforthe Fed to change monetary policy in order to address what he perceived to be a growing financial crisis. Why was Cramer screaming at the Federal Reserve rather than, say, the U.S. Treasury—or, for that matter, the president? The answer is that the Fed’s control of monetary policy makes it the first line of response to macroeconomic difficulties—very much including the financial crisis that had Cramer so upset. Indeed, within a few weeks the Fed swung into action with a dramatic reversal of its previous policies. In Section 4, we developed the aggregate demand and supply model and introduced the use of fiscal policy to stabilize the economy. In Section 5, we introduced money, banking, and the Federal Reserve System, and began to look at how monetary policy is used to stabilize the economy. In this section, we use the models introduced in Sections 4 and 5 to further develop our understanding of stabilization policies (both fiscal and monetary), including their long-run effects on the economy. In addition, we introduce the Phillips curve—a short-run trade-off between unexpected inflation and unemployment—and investigate the role of expectations in the economy. We end the section with a brief summary of the history of macroeconomic thought and how the modern consensus view of stabilization policy has developed.

I remember Manjrekar admonishing me for rolling the ball back down the pitch. (I was keeping wickets with our regular keeper injured.) Polly Umrigar in a friendly match at CCI, as soon as he came in, would not play balls on his leg toward short leg preferring to take them on his thigh-pad till he was set; such was the seriousness and professional attitude the Bombay player displayed. And the more senior you were, the greater was the discipline for they saw themselves as role models. This was not evident in Madras or Bangalore where players who had made the grade often thought they were above the law and the code of conduct that was preached. Venkataraghavan was the exception—apart from talent, his discipline, fitness and work ethic has ensured that he is till today, the most successful cricketer from Tamil Nadu.

Six contemporary, young, strong women taking control of their lives and making decisions. Snapshots - what's your story?