Stem Teacher Quotes

It is a wonderful thing to be liked by a stranger, but without respect it is pointless. It is like pulling the pedals off a rose and throwing the stem at the person you like. It’s creepy, but had good intentions that suddenly experienced some strange form of verticillium wilt, during the climate change of their mood.

...action is in fact knowledge in operation. Right action stems from right knowledge. Right knowledge is acquired through the teacher.

Desire, when it stems from the heart and spirit, when it is pure and intense, possesses awesome electromagnetic energy. This energy is released into the ether each night, as the mind falls into the sleep state. Each morning it returns to the conscious state reinforced with the cosmic currents. That which has been imaged will surely and certainly be manifested. You can rely, young man, upon this ageless promise as surely as you can rely upon the eternally unbroken promise of sunrise... and of Spring. When the student is ready, the teacher will appear—How

Zeena Schreck is a Berlin-based interdisciplinary artist, author, musician/composer, tantric teacher, mystic, animal rights activist, and counter-culture icon known by her mononymous artist name, ZEENA. Her work stems from her experience within the esoteric, shamanistic and magical traditions of which she's practiced, taught and been initiated. She is a practicing Tibetan Buddhist yogini, teaches at the Buddhistische Gesellschaft Berlin and is the spiritual leader of the Sethian Liberation Movement (SLM).

New Rule: America must stop bragging it's the greatest country on earth, and start acting like it. I know this is uncomfortable for the "faith over facts" crowd, but the greatness of a country can, to a large degree, be measured. Here are some numbers. Infant mortality rate: America ranks forty-eighth in the world. Overall health: seventy-second. Freedom of the press: forty-fourth. Literacy: fifty-fifth. Do you realize there are twelve-year old kids in this country who can't spell the name of the teacher they're having sex with? America has done many great things. Making the New World democratic. The Marshall Plan. Curing polio. Beating Hitler. The deep-fried Twinkie. But what have we done for us lately? We're not the freest country. That would be Holland, where you can smoke hash in church and Janet Jackson's nipple is on their flag. And sadly, we're no longer a country that can get things done. Not big things. Like building a tunnel under Boston, or running a war with competence. We had six years to fix the voting machines; couldn't get that done. The FBI is just now getting e-mail. Prop 87 out here in California is about lessening our dependence on oil by using alternative fuels, and Bill Clinton comes on at the end of the ad and says, "If Brazil can do it, America can, too!" Since when did America have to buck itself up by saying we could catch up to Brazil? We invented the airplane and the lightbulb, they invented the bikini wax, and now they're ahead? In most of the industrialized world, nearly everyone has health care and hardly anyone doubts evolution--and yes, having to live amid so many superstitious dimwits is also something that affects quality of life. It's why America isn't gonna be the country that gets the inevitable patents in stem cell cures, because Jesus thinks it's too close to cloning. Oh, and did I mention we owe China a trillion dollars? We owe everybody money. America is a debtor nation to Mexico. We're not a bridge to the twenty-first century, we're on a bus to Atlantic City with a roll of quarters. And this is why it bugs me that so many people talk like it's 1955 and we're still number one in everything. We're not, and I take no glee in saying that, because I love my country, and I wish we were, but when you're number fifty-five in this category, and ninety-two in that one, you look a little silly waving the big foam "number one" finger. As long as we believe being "the greatest country in the world" is a birthright, we'll keep coasting on the achievements of earlier generations, and we'll keep losing the moral high ground. Because we may not be the biggest, or the healthiest, or the best educated, but we always did have one thing no other place did: We knew soccer was bullshit. And also we had the Bill of Rights. A great nation doesn't torture people or make them disappear without a trial. Bush keeps saying the terrorist "hate us for our freedom,"" and he's working damn hard to see that pretty soon that won't be a problem.

by the meditation teacher Joseph Goldstein: whenever a generous impulse arises in your mind—to give money, check in on a friend, send an email praising someone’s work—act on the impulse right away, rather than putting it off until later. When we fail to act on such urges, it’s rarely out of mean-spiritedness, or because we have second thoughts about whether the prospective recipient deserves it. More often, it’s because of some attitude stemming from our efforts to feel in control of our time. We tell ourselves we’ll turn to it when our urgent work is out of the way, or when we have enough spare time to do it really well; or that we ought first to spend a bit longer researching the best recipients for our charitable donations before making any, et cetera.

Together with the patient, a therapist looks at the nature of the pain. Often, the therapist can uncover causes of suffering that stem from the way the patient looks at things, the beliefs he holds about himself, his culture, and the world. The therapist examines these viewpoints and beliefs with the patient, and together they help free him from the kind of prison he has been in. But the patient’s efforts are crucial. A teacher has to give birth to the teacher within his student, and a psychotherapist has to give birth to the psychotherapist within his patient. The patient’s “internal psychotherapist” can then work full-time in a very effective way.

The problem? There has been no parallel effort to help our sons become multipurpose men. The female-only scholarships and affirmative action for our daughters to enter the STEM professions is not matched by the male-only scholarships and affirmative action for our sons to enter the "caring professions" -- elementary school teachers, social workers, nurses, dental hygienists, marriage and family therapists, or becoming a full-time dad.

And yet, despite the high numbers of girls experiencing sexual harassment in schools, only 12 percent said they ever reported it to an adult. "Some researchers claim that sexual harassment is so common for girls that many fail to recognize it as sexual harassment when it happens," said the AAUW report. A 2014 study, published in Gender & Society, of students in a Midwestern city also found that girls failed to report incidents of sexual harassment in school because they regarded them as "normal." Their lack of reporting was found to stem from girls' fear of being labeled "bad girls" by teachers and administrators, who they felt would view them as provoking how they were treated. They also feared the condemnation of other girls, some of whom were shown to be unsupportive, accusing them of exaggerating or lying. Many girls saw everyday sexual harassment and abuse as "normal" male behavior male behavior and something they had to ignore, endure, or maneuver around.

In a shocking twist, I was informed that Florencia had come down hard on Ferdinand and said to him, “We may scold her if she fails to do what we have taught her, but for mistakes that stem from things we have overlooked, we must first scold ourselves for failing as teachers.

Dr. Mary Atwater's story was so inspiring. Growing up, Dr. Atwater had a dream to one day be a teacher. But as a black person in the American South during the 1950s, she didn't have many great educational opportunities. It didn't help that she was also a girl, and a girl who loved science, since many believed that science was a subject only for men. Well, like me, she didn't listen to what others said. And also like me, Dr. Atwater had a father, Mr. John C. Monroe, who believed in her dreams and saved money to send her and her siblings to college. She eventually got a PhD in science education with a concentration in chemistry. She was an associate director at New Mexico State University and then taught physical science and chemistry at Fayetteville State University. She later joined the University of Georgia, where she still works as a science education researcher. Along the way, she began writing science books, never knowing that, many years down the road, one of those books would end up in Wimbe, Malawi, and change my life forever. I'd informed Dr. Atwater that the copy of Using Energy I'd borrowed so many times had been stolen (probably by another student hoping to get the same magic), so that day in Washington, she presented me with my own copy, along with the teacher's edition and a special notebook to record my experiments. "Your story confirms my belief in human beings and their abilities to make the world a better place by using science," she told me. "I'm happy that I lived long enough to see that something I wrote could change someone's life. I'm glad I found you." And for sure, I'm also happy to have found Dr. Atwater.

Many different kinds of sprouts lay torn. Green, purple and orange leaves lay scattered across the dark soil, and the thorn fence surrounding the bed had a fist-sized hole in it. Teacher eased himself into a squat, poked at the inside of the hole. Whatever made the hole had left blood on the thorns. The sprouts looked like wispy ghosts, pale and broken. Their delicate leaves and stems were riddled with bites. Life drained out of them like water dripping from a hanging cloth, and a breeze made them dance sadly. It felt like a funeral. Teacher picked up a gnawed berry and gently squeezed it until purple juice dripped down his thumb. He placed the berry by the plant’s roots. Chandi’s small face bunched up. “Are they dead?” “They’re dying, yes.” Yuvali took her hand. “But their bodies will help other plants grow.

Basically, attention follows attachment. The stronger the attachment, the easier it is to secure the child's attention. When attachment is weak, the attention of the child will be correspondingly difficult to engage. One of the telltale signs of a child who isn't paying attention is a parent having continually to raise his voice or repeat things. Some of our most persistent demands as parents have to do with their attention: “Listen to me,” “Look at me when I'm talking,” “Now look here,” “What did I just say?” or most simply, “Pay attention.” When children become peer-oriented, their attention instinctively turns toward peers. It goes against the natural instincts of a peer-oriented child to attend to parents or teachers. The sounds emanating from adults are regarded by the child's attention mechanisms as so much noise and interference, lacking in meaning and relevance to the attachment needs that dominate his emotional life. Peer orientation creates deficits in the child's attention to adults because adults are not top priority in the attention hierarchy of peer-oriented children. It is no accident that attention deficit disorder was initially considered a school problem, a child's failing to pay attention to the teacher. It is also no accident that the explosion in the number of diagnosed cases of attention deficit disorder has paralleled the evolution of peer orientation in our society and is worse where peer orientation is most predominant — urban centers and inner-city schools. This is not to suggest that all problems in paying attention stem from this source and that there are no other factors involved in ADD. On the other hand, not to recognize the fundamental role of attachment in governing attention is to ignore the reality of many children diagnosed with ADD. Deficits in attachments to adults contribute significantly to deficits in attention to adults. If attachment is disordered, attention will also be disordered.

Our failure to keep our children attached to us and to the other adults responsible for them has not only taken away their shields but put a sword in the hands of their peers. When peers replace parents, children lose their vital protection against the thoughtlessness of others. The vulnerability of a child in such circumstances can easily be overwhelmed. The resulting pain is more than many children can bear. Studies have been unequivocal in their findings that the best protection for a child, even through adolescence, is a strong attachment with an adult. The most impressive of these studies involved ninety thousand adolescents from eighty different communities chosen to make the sample as representative of the United States as possible. The primary finding was that teenagers with strong emotional ties to their parents were much less likely to exhibit drug and alcohol problems, attempt suicide, or engage in violent behavior and early sexual activity. Such adolescents, in other words, were at greatly reduced risk for the problems that stem from being defended against vulnerability. Shielding them from stress and protecting their emotional health and functioning were strong attachments with their parents. This was also the conclusion of the noted American psychologist Julius Segal, a brilliant pioneer of research into what makes young people resilient. Summarizing studies from around the world, he concluded that the most important factor keeping children from being overwhelmed by stress was “the presence in their lives of a charismatic adult — a person with whom they identify and from whom they gather strength.” As Dr. Segal has also said, “Nothing will work in the absence of an indestructible link of caring between parent and child.” Peers should never have come to matter that much — certainly not more than parents or teachers or other adult attachment figures. Taunts and rejection by peers sting, of course, but they shouldn't cut to the quick, should not be so devastating. The profound dejection of an excluded child reveals a much more serious attachment problem than it does a peer-rejection problem.

Once a little boy went to school. One morning, when the little boy had been in school a while, his teacher said: “Today we are going to make a picture.” “Good!” thought the little boy. He liked to make pictures. He could make all kinds. Lions and tigers, Chickens and cows, trains and boats, and he took out his box of crayons and began to draw. But the teacher said: “Wait! It is not time to begin!” And she waited until everyone looked ready. “Now,” said the teacher, “We are going to make flowers.” “Good!” thought the little boy, he liked to make flowers, and he began to make beautiful ones with his pink and orange and blue crayons. But the teacher said “Wait! And I will show you how.” And it was red with a green stem. “There,” said the teacher, “Now you may begin.” The little boy looked at the teacher’s. Then he looked at this own flower. He liked his flower better than the teacher’s. But he did not say this. He just turned his paper over. And made a flower like the teacher’s. It was red with a green stem. On another day, when the little boy had opened the door from the outside all by himself, the teacher said: “Today we are going to make something with clay.” “Good!” thought the little boy. Snakes and snowmen, elephants and mice, cars, and trucks, and he began to pull and pinch his ball of clay. But the teacher said: “Wait!” It is not time to begin!” And she waited until everyone looked ready. “Now,” said the teacher, “We are going to make a dish.” He liked to make dishes. And he began to make some that were all shapes and sizes. But the teacher said, “Wait! And I will show you how.” And she showed everyone how to make a deep dish. “There,” said the teacher. “Now you may begin.” The little boy looked at the teacher’s dish, then he looked at his own. He liked his dish better than the teacher’s. But he did not say this. He just rolled his clay into a big ball again. And made a dish like the teacher’s. It was a deep dish. And pretty soon the little boy learned to wait, and to watch and to make things just like the teacher. And pretty soon he didn’t make things of his own anymore. Then it happened that the little boy and his family moved to another house, in another city, and the little boy had to go to another school. And the very first day he was there the teacher said: “Today we are going to make a picture.” “Good!” Thought the little boy and he waited for the teacher to tell him what to do. But the teacher didn’t say anything. She just walked around the room. When she came to the little boy she said, “Don’t you want to make a picture?” “Yes,” said the little boy. “What are we going to make?” “I don’t know until you make it,” said the teacher. “How shall I make it?” asked the little boy. “Why, any way you like,” said the teacher. “Any color?” asked the little boy. “Any color,” said the teacher. “If everyone made the same picture, and the used the same colors, how would I know who made what?” “I don’t know,” said the little boy. And he began to make a red flower with a green stem.

The second aspect of the moral appeal of the inner-child movement is consolation. Life is full of setbacks. People we love reject us. We don't get the jobs we want. We get bad grades. Our children don't need us anymore. We drink too much. We have no money. We are mediocre. We lose. We get sick. When we fail, we look for consolation, one form of which is to see the setback as something other than failure-to interpret it in a way that does not hurt as much as failure hurts. Being a victim, blaming someone else, or even blaming the system is a powerful and increasingly widespread form of consolation. It softens many of life's blows. Such shifts of blame have a glorious past. Alcoholics Anonymous made the lives of millions of alcoholics more bearable by giving them the dignity of a “disease” to replace the ignominy of “failure,” “immorality,” or “evil.” Even more important was the civil rights movement. From the Civil War to the early 1950s, black people in America did badly-by every statistic. How did this get explained? “Stupid,” “lazy,” and “immoral” were the words shouted by demagogues or whispered by the white gentry. Nineteen fifty-four marks the year when these explanations began to lose their power. In Brown v. Board of Education, the Supreme Court held that racial segregation in schools was illegal. People began to explain black failure as “inadequate education,” “discrimination,” and “unequal opportunity.” These new explanations are literally uplifting. In technical terms, the old explanations—stupidity and laziness—are personal, permanent, and pervasive. They lower self-esteem; they produce passivity, helplessness, and hopelessness. If you were black and you believed them, they were self-fulfilling. The new explanations—discrimination, bad schools, lean opportunities are impersonal, changeable, and less pervasive. They don't deflate self-esteem (in fact, they produce anger instead). They lead to action to change things. They give hope. The recovery movement enlarges on these precedents. Recovery gives you a whole series of new and more consoling explanations for setbacks. Personal troubles, you're told, do not result as feared from your own sloth, insensitivity, selfishness, dishonesty, self-indulgence, stupidity, or lust. No, they stem from the way you were mistreated as a child. You can blame your parents, your brother, your teachers, your minister, as well as your sex and race and age. These kinds of explanations make you feel better. They shift the blame to others, thereby raising self-esteem and feelings of self-worth. They lower guilt and shame. To experience this shift in perspective is like seeing shafts of sunlight slice through the clouds after endless cold, gray days. We have become victims, “survivors” of abuse, rather than “failures” and “losers.” This helps us get along better with others. We are now underdogs, trying to fight our way back from misfortune. In our gentle society, everyone roots for the underdog. No one dares speak ill of victims anymore. The usual wages of failure—contempt and pity—are transmuted into support and compassion. So the inner-child premises are deep in their appeal: They are democratic, they are consoling, they raise our self-esteem, and they gain us new friends. Small wonder so many people in pain espouse them.

we are often surprised that God allows such deep affliction to befall us. The surprise stems not so much from what God leads us to believe but from what we hear from misguided teachers. The zealous person who promises us a life free from suffering has found his message from a source other than Scripture.

My hesitation to send Lotus to public school was not based on the caliber of the teachers. It stemmed from the very nature of conventional education.

A branch is only truly joined to the stem if the life of the stem (the juices, the chemicals, the moisture) that the stem gets out of the ground gets to the branch.!e branch has no access to it.!e branch is not touching the ground, but the stem does. If the branch is truly joined to the stem, then that life comes into the branch so the branch can grow.!erefore, if a branch is not growing, if there are no blossoms, if there is no enlargement, if there is no fruit, then it’s not truly joined to the stem. It might be apparently joined. It might be superficially joined, but it’s not organically joined. It might be cosmetically joined, but it’s not actually joined.!erefore, growth is of the essence of the relationship between a branch and a stem.!ere you have it.!e stem pulls life out of the ground into the branches so there can be growth.!at is the image of our relationship with Christ, and it is a tremendously critical image to realize. Jesus says here with this illustration that his relationship to a Christian, his relationship to someone who has been converted and who has become part of his family, is more intimate than a relationship of an employer to an employee or of a teacher to a student or of a parent to a child or even of a husband and a wife.

Compared to most of its peers, Princeton is still by choice quite small, a face-to-face community located on a beautiful, tree-filled campus in an exurban colonial town. Its fewer than seven thousand students are taught and mentored by a faculty of over eleven hundred, giving it a 5:1 student-faculty ratio (in full-time equivalents), one of the lowest in the nation. This low ratio stems directly from Princeton’s philosophy of maintaining close personal contact between teachers and learners, and not only in innumerable Wilson-inspired precepts and seminars. The four-course plan, with its demanding (of both students and faculty) junior papers and senior theses, and comprehensive exams were, as Professor of English Charles G. Osgood emphasized on the eve of World War II, 'natural results' of the preceptorial system, Wilson’s reorganization of the curriculum, and 'the personal efforts of men whom Wilson brought to Princeton or advanced.

The Frankfurt School proclaimed that Western civilization had been built around a deliberate degenerative strategy: that of crushing man’s vital instincts through the rational control of nature, oneself, and others. The modern West’s chief characteristic was its essential lifelessness. As Marcuse later put it, Nietzsche’s “total affirmation of the life instinct” represented a “reality principle fundamentally antagonistic to that of Western civilization.”4 Liberation on the Frankfurt School’s terms, therefore, meant giving up a view of life that stressed man’s ability to use logic and reason to arrive at truth and his need to accommodate himself to a reasonable and natural social order in order to be happy and free. Instead, human beings had to look to a deeper and more “negative” consciousness, in short, a Nietzschean consciousness. The Frankfurt School created a new cultural hero, the “critical” writer/teacher/intellectual. A direct descendant of the Romantic artist, he would use his typewriter or classroom to attack and expose the contradictions and evils of modern Western civilization. “Under the conditions of late capitalism,” Horkheimer wrote in 1936, “truth has sought refuge among small groups of admirable men”—meaning himself and his friends. Later on, those same “admirable” critics would act as carriers of a new cultural pessimism, stemming this time from the political Left rather than the Right.

Just like the sacrifice of parenting, teaching is a daily 'giving away' of myself. I give my time and my energy, my knowledge and my care. I give stories and I give listening. I give my attention and my interest. I give of myself. I give myself away. And I do it because I love it - because I love seeing children grow and learn and develop. I invest in my students, letting them know that I see them, that I believe they can learn, that I value their efforts... That they are important to me. And I do this, this giving and investing, because I know that the best kind of teaching stems from an authentic relationship. Don't tell them what you know until you show them that you care.

Worksheets There is nothing more effective than a pencil and paper for practicing some math skills. These math worksheets are ideal for teachers, parents, students, and home schoolers. The companion ebook allows you to take print outs of these worksheets instantly or you can save them for later use. The learner can significantly improve math knowledge

Wilberforce understood the idea that the law itself is a “teacher” and will lead people toward what it prescribes and away from what it prohibits. But he knew that a debased culture cannot be stemmed through legislation alone. Indeed, if one wishes to make certain laws, one must change the culture first, else those laws will never be passed. In

As a Gospel, Matthew is an ancient biography, and the information treated in the introduction to the Gospels in general also applies to Matthew. But just as other ancient biographies differed from one another even when they described the same person, so do the four Gospels. Of the four Gospels, Matthew is the most carefully arranged by topic and therefore lends itself most easily to a hierarchical outline. Along with John, Matthew is also an emphatically Jewish Gospel; Matthew moves in a thought world resembling that of the emerging rabbinic movement (the circle of Jewish sages and law-teachers) more than do the other Synoptic Gospels. (Our sources for rabbinic Judaism are later than the NT, but later rabbis avoided early Christian writings, so the frequent parallels—sometimes even in sayings and expressions, for which see, e.g., Mt 7:2; 18:20; 19:3, 24; 21:21; 22:2; 23:25—presumably stem from concepts, customs and figures of speech already circulating among sages in the first century.)

In 1968, Melvin Conway, a computer programmer and high school math and physics teacher, observed that systems tend to reflect the people and values who designed them. Conway was specifically looking at how organizations communicate internally, but later Harvard and MIT studies proved his idea more broadly. Harvard Business School analyzed different codebases, looking at software that was built for the same purpose but by different kinds of teams: those that were tightly controlled, and those that were more ad-hoc and open source.10 One of their key findings: design choices stem from how their teams are organized, and within those teams, bias and influence tends to go overlooked.

Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.

I blamed seaweed and pond water microorganisms, a cow’s eyeball, and my teachers, the real culprits, for starting me down this path. Just like accident investigators put together a timeline, I call this the causation analysis of my love life.

I allowed my mind without restraint to think of what it pleased, and my mouth to talk about whatever it pleased; I then forgot whether ‘this and not-this’ was mine or others’, whether the gain or loss was mine or others’; nor did I know whether Lao-shang-shih was my teacher and Pa-kao was my friend. In and out, I was thoroughly transformed; and then it was that the eye became like the ear, and the ear like the nose, and the nose like the mouth; and there was nothing that was not identified. As the mind became concentrated, the form dissolved, the bones and flesh all thawed away; I did not know upon what my frame was supported, or where my feet were treading; I just moved along with the wind, east or west, like a leaf of the tree detached from its stem; I was unconscious whether I was riding on the wind, or the wind riding on me.

Even before the merger, Cross Creek staff were already facing pressures stemming from changes in federal, state, and district policy. The ever-growing emphasis on standardized testing disconcerted students and teachers alike. Broward eliminated teacher tenure, shifting teachers to one-year contracts and evaluating them by test scores, which, given Cross Creek’s student population, made absolutely no sense. Former Cross Creek teacher Joe Parsons said, “Imagine how we teachers felt, let alone the students, about testing. It was highly toxic. Do you want to test a psychotic, schizophrenic, manic depressive, or otherwise emotionally and behaviorally disabled student, or a class of them? What is a fair test? What is a fair score?”23

Any success that we have in life inevitably depends on some good luck, timings, the contributions of others, the teachers who helped us along the way, the whims of the public in need of something new. Our tendency is to forget all of this and imagine that any success stems from our superior self.

There’s one school that has proactively considered arming their classrooms. At Oakland University in Michigan, teachers and students have been armed with . . . hockey pucks. “According to the university’s police chief, the program stemmed from an idea raised during an active shooter training session, in which ‘one attendee asked what staff and students could bring to prepare themselves for a fight.’ The chief recalled once being struck in the head with a puck and said it ‘caused a fair amount of damage to me.’”210

To roast the chicken, first I peeled the onions. I juiced a lemon and placed the rind inside the bird's cavity. I melted butter and rubbed it lovingly into the skin, my Hebrew school teacher's voice be damned. I prepared the thyme, de-stemming the leaves. I snapped the carrots, rondelled the celery, cubed the potatoes, and chopped the parsnips. I splashed wine into the roasting pan, added crushed garlic cloves before trussing the chicken's leg together with cooking twine. I sprinkled pepper and pinched the salt.

All five lotuses were shown as springing from a common stem, in this way forming between them what was known as the Refuge Tree.

In The Highly Sensitive Person, Elaine N. Aron, PhD, writes that finding the right vocation for the HSP is the hottest topic in her seminars. This makes perfect sense since a large group of chronic pain sufferers are either unemployed, working part time, hate their jobs, or have recently been forced to leave their jobs, or retired. They don’t know how to move forward—in career-coma—feeling unproductive and empty. Aron explains that HSPs “don’t thrive on long hours, stress, and overstimulating work environments.” Their difficulty in finding a satisfying endeavor stems from “their not appreciating their role, style, and potential contribution.” These people are often gifted artists or writers, teachers, consultants, counselors—people of great intuitive talents stuck in mundane and externally draining environments. They only find true satisfaction when matched with the right career—only truly happy when they are “liberated” from the first half of their lives and finally begin listening to their own voices. Aron continues, “Being so eager to please, we’re not easy to liberate. We’re too aware of what others need…. Often their intuition gives them a clearer picture of what needs to be done. Thus, many HSPs choose vocations of service.