...------------------------------------------------- Up from Slavery From Wikipedia, the free encyclopedia 1st edition Up from Slavery is the 1901 autobiography of Booker T. Washington detailing his personal experiences in working to rise from the position of a slave child during the Civil War, to the difficulties and obstacles he overcame to get an education at the new Hampton University, to his work establishing vocational schools—most notably the Tuskegee Institute in Alabama—to help black people and other disadvantaged minorities learn useful, marketable skills and work to pull themselves, as a race, up by the bootstraps. He reflects on the generosity of both teachers and philanthropists who helped in educating blacks and native Americans. He describes his efforts to instill manners, breeding, health and a feeling of dignity to students. His educational philosophy stresses combining academic subjects with learning a trade (something which is reminiscent of the educational theories of John Ruskin). Washington explained that the integration of practical subjects is partly designed to reassure the white community as to the usefulness of educating black people. This text, while certainly a biography of his life, is in fact an illustration of the problem facing African Americans by detailing the problems of one. By showing how he has risen from servitude to success, he demonstrates how others of his race can do the same, as well as how sympathizers can aid in the process.[1] This book was first released as a serialized...
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...1 Autobiography of Andrew Carnegie CHAPTER I CHAPTER I CHAPTER II CHAPTER II CHAPTER III CHAPTER III CHAPTER IV CHAPTER IV CHAPTER V CHAPTER V CHAPTER VI CHAPTER VI CHAPTER VII CHAPTER VII CHAPTER VIII CHAPTER VIII CHAPTER IX CHAPTER IX CHAPTER X CHAPTER X CHAPTER XI CHAPTER XI CHAPTER XII CHAPTER XII CHAPTER XIII CHAPTER XIII CHAPTER XIV CHAPTER XIV CHAPTER XV Autobiography of Andrew Carnegie 2 CHAPTER XV CHAPTER XVI CHAPTER XVI CHAPTER XVII CHAPTER XVII CHAPTER XVIII CHAPTER XVIII CHAPTER XIX CHAPTER XIX CHAPTER XX CHAPTER XX CHAPTER XXI CHAPTER XXI CHAPTER XXII CHAPTER XXII CHAPTER XXIII CHAPTER XXIII CHAPTER XXIV CHAPTER XXIV CHAPTER XXV CHAPTER XXV CHAPTER XXVI CHAPTER XXVI CHAPTER XXVII CHAPTER XXVII CHAPTER XXVIII CHAPTER XXVIII CHAPTER XXIX CHAPTER XXIX Autobiography of Andrew Carnegie Project Gutenberg's Autobiography of Andrew Carnegie, by Andrew Carnegie This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: Autobiography of Andrew Carnegie Author: Andrew Carnegie Editor: John C. Van Dyke Release Date: March 13, 2006 [EBook #17976] Language: English Character set encoding: ISO-8859-1 *** START OF THIS PROJECT GUTENBERG EBOOK AUTOBIOGRAPHY OF ANDREW CARNEGIE Autobiography of Andrew Carnegie ...
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... in The Department of Educational Leadership, Research, and Counseling by Josephine Ann Allen B.S., Nicholls State University, 1976 M.A., Southern University, 1988 M.A., Southern University, 1990 December, 2003 DEDICATION This dissertation is dedicated to my Heavenly Father through Jesus Christ who has given me this wonderful gift and to my loving mother, Mrs. Daisy Celestin Allen, who has always believed in education and has supported me throughout my academic endeavors. ii ACKNOWLEDGEMENTS I am most appreciative to my former principal, Mr. James B. Williams, Jr., who encouraged me to complete this study and East Baton Rouge Parish for allowing me to conduct this research. I am also thankful to the participants in the study - teachers, students, parents, and administrators of Baton Rouge Magnet High School - for allowing me to conduct this research. I want to acknowledge a former student of mine, Harley Becnel, for reminding me of why I started this educational journey and why I persisted to complete the process. All children deserve to be properly educated. With love for and support of each other, teachers and students can endure challenges and the outcomes of those challenges. I am grateful to my committee members for this dissertation. I thank my chairman, Dr. Eugene Kennedy, for instilling in me the belief that I could accomplish this task. I thank Dr. Barbara Fuhrmann for her compassion, patience, and quest for excellence. I sincerely thank Dr. Earl...
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...FEATURE ARTICLES Motivating and engaging students in reading Jenna Cambria John T. Guthrie LJjdvcrsLiv û", J ou can certainly ignore motivation if you choose. But if you do, you maybe neglecting the most important part of reading. There are two sides to reading. On one side are the skills which include phonemic awareness, phonics, word recognition, vocabulary, and simple comprehension. On the other side is the will to read. A good reader has both skill and will. In the "will" part, we are talking about motivation to read. This describes children's enjoyments, their wants, and their behaviors surrounding reading. A student with skill may be capable, but without will, she cannot become a reader. It is her will power that determines whether she reads widely and frequently and grows into a student who enjoys and benefits from literacy. So we think you should care about motivation because it is the other half of reading. Sadly, it is the neglected half. Y What is motivation? Many teachers think of a motivated reader as a student who is having fun while reading. This may be true, but there are many forms of motivation that might not be related to fun and excitement. What we mean by motivation are the values, beliefs, and behaviors surrounding reading for an individual. Some productive values and beliefs may lead to excitement, yet other values may lead to determined hard work. We talk about three powerful motivations that drive students' reading. They operate in school and out of...
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...Advisory Board: S. Amari G. Brassard K.A. De Jong C.C.A.M. Gielen T. Head L. Kari L. Landweber T. Martinetz Z. Michalewicz M.C. Mozer E. Oja G. P˘ un J. Reif H. Rubin A. Salomaa M. Schoenauer H.-P. Schwefel C. Torras a D. Whitley E. Winfree J.M. Zurada For further volumes: www.springer.com/series/4190 Franz Rothlauf Design of Modern Heuristics Principles and Application Prof. Dr. Franz Rothlauf Chair of Information Systems and Business Administration Johannes Gutenberg Universität Mainz Gutenberg School of Management and Economics Jakob-Welder-Weg 9 55099 Mainz Germany rothlauf@uni-mainz.de Series Editors G. Rozenberg (Managing Editor) rozenber@liacs.nl Th. Bäck, J.N. Kok, H.P. Spaink Leiden Center for Natural Computing Leiden University Niels Bohrweg 1 2333 CA Leiden, The Netherlands A.E. Eiben Vrije Universiteit Amsterdam The Netherlands ISSN 1619-7127 Natural Computing Series ISBN 978-3-540-72961-7 e-ISBN 978-3-540-72962-4 DOI 10.1007/978-3-540-72962-4 Springer Heidelberg Dordrecht London New York Library of Congress Control Number: 2011934137 ACM Computing Classification (1998): I.2.8, G.1.6, H.4.2 © Springer-Verlag Berlin Heidelberg 2011 This work is subject to copyright. All rights are reserved, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilm or in any other way, and storage in data banks. Duplication of this publication or...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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...Argued March 1, 2010—Decided June 24, 2010 Founded in 1985, Enron Corporation grew from its headquarters in Houston, Texas, into the seventh highest-revenue-grossing company in America. Petitioner Jeffrey Skilling, a longtime Enron officer, was Enron’s chief executive officer from February until August 2001, when he resigned. Less than four months later, Enron crashed into bankruptcy, and its stock plummeted in value. After an investigation uncovered an elaborate conspiracy to prop up Enron’s stock prices by overstating the company’s financial well-being, the Government prosecuted dozens of Enron employees who participated in the scheme. In time, the Government worked its way up the chain of command, indicting Skilling and two other top Enron executives. These three defendants, the indictment charged, engaged in a scheme to deceive investors about Enron’s true financial performance by manipulating its publicly reported financial results and making false and misleading statements. Count 1 of the indictment charged Skilling with, inter alia, conspiracy to commit “honest-services” wire fraud, 18 U. S. C. §§371, 1343, 1346, by depriving Enron and its shareholders of the intangible right of his honest services. Skilling was also charged with over 25 substantive counts of...
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...1. LETTER TO ADDITIONAL SECRETARY, HOME DEPARTMENT, GOVERNMENT OF INDIA DETENTION C AMP, January 27, 1944 ADDITIONAL S ECRETARY TO THE GOVERNMENT OF INDIA (HOME DEPARTMENT) NEW DELHI SIR, Some days ago Shri Kasturba Gandhi told the Inspector-General of prisons and Col. Shah that Dr. Dinshaw Mehta of Poona be invited to assist in her treatment. Nothing seems to have come out of her request. She has become insistent now and asked me if I had written to the Government in the matter. I, therefore, ask for immediate permission to bring in Dr. Mehta. She has also told me and my son that she would like to have some Ayurvedic physician to see her. 1 I suggest that the I.G.P. be authorized to permit such assistance when requested. 2. I have no reply as yet to my request2 that Shri Kanu Gandhi, who is being permitted to visit the patient every alternate day, be allowed to remain in the camp as a whole-time nurse. The patient shows no signs of recovery and night-nursing is becoming more and more exacting. Kanu Gandhi is an ideal nurse, having nursed the patient before. And what is more, he can soothe her by giving her instrumental music and by singing bhajans. I request early relief to relieve the existing pressure. The matter may be treated as very urgent. 3. The Superintendent of the camp informs me that when visitors come, one nurse only can be present. Hitherto more than one nurse has attended when necessary. The Superintendent used his discretion as to the necessity. But when...
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...TABLE OF CONTENTS Author’s Preface ...................................................................................................................... p. 3 Chapter 1 — Introduction ....................................................................................................... p. 9 Chapter 2 — Desire: The Turning Point of All Achievement ................................................. p. 22 Chapter 3 — Faith Visualization of, and Belief in Attainment of Desire ............................... p. 40 Chapter 4 — Auto-Suggestion the Medium for Influencing the Subconscious Mind .............. p. 58 Chapter 5 — Specialized Knowledge, Personal Experiences or Observations ...................... p. 64 Chapter 6 — Imagination: the Workshop of the Mind .......................................................... p. 77 Chapter 7 — Organized Planning, the Crystallization of Desire into Action ........................ p. 90 Chapter 8 — Decision: the Mastery of Procrastination ......................................................... p. 128 Chapter 9 — Persistence: the Sustained Effort Necessary to Induce Faith ........................... p. 138 Chapter 10 — Power of the Master Mind: the Driving Force ................................................. p. 153 Chapter 11 — The Mystery of Sex Transmutation .................................................................. p. 160 Chapter 12 — The Subconscious Mind: The Connecting Link ........................................
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... THE FREE PRESS A Division of Macmillan, Inc. NEW YORK To Karen and liana Contents Acknowledgments 1. Introduction vn 1 PART ONE Cognitive Determinants of Questionable Beliefs 2. Something Out of Nothing: The Misperception and Misinterpretation of Random Data 3. Too Much from Too Little: The Misinterpretation of Incomplete and Unrepresentative Data 4. Seeing What We Expect to See: The Biased Evaluation of Ambiguous and Inconsistent Data 9 29 49 PART TWO Motivational and Social Determinants of Questionable Beliefs 5. Seeing What We Want to See: Motivational Determinants of Belief 6. Believing What We are Told: The Biasing Effects of Secondhand Information 7. The Imagined Agreement of Others: Exaggerated Impressions of Social Support 75 88 112 Contents PART THREE Examples of Questionable and Erroneous Beliefs 8. Belief in Ineffective "Alternative" Health Practices 9. Belief in the Effectiveness of Questionable Interpersonal Strategies 10. Belief in ESP 125 146 Acknowledgments 156 PART FOUR Where Do We Go from Here? 11. Challenging Dubious Beliefs: The Role of Social Science Notes Index 185 195 214 Four people made unusually significant contributions to this work and deserve special thanks. Lee Ross commented on drafts of many of the chapters and provided a number of his uniquely illuminating insights on the phenomena at hand. Beyond that, I would like to thank Lee...
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...Napoleon Hill American born Napoleon Hill is considered to have influenced more people into success than any other person in history. He has been perhaps the most influential man in the area of personal success technique development, primarily through his classic book Think and Grow Rich which has helped million of the people and has been important in the life of many successful people such as W. Clement Stone and Og Mandino. Napoleon Hill was born into poverty in 1883 in a one-room cabin on the Pound River in Wise County, Virginia. At the age of 10 his mother died, and two years later his father remarried. He became a very rebellious boy, but grew up to be an incredible man. He began his writing career at age 13 as a "mountain reporter" for small town newspapers and went on to become America's most beloved motivational author. Fighting against all class of great disadvantages and pressures, he dedicated more than 25 years of his life to define the reasons by which so many people fail to achieve true financial success and happiness in their life. During this time he achieved great success as an attorney and journalist. His early career as a reporter helped finance his way through law school. He was given an assignment to write a series of success stories of famous men, and his big break came when he was asked to interview steel-magnate Andrew Carnegie. Mr. Carnegie commissioned Hill to interview over 500 millionaires to find a success formula that could be used...
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...CRIME, PROCEDURE AND EVIDENCE IN A COMPARATIVE AND INTERNATIONAL CONTEXT This book aims to honour the work of Professor Mirjan Damaška, Sterling Professor of Law at Yale Law School and a prominent authority for many years in the fields of comparative law, procedural law, evidence, international criminal law and Continental legal history. Professor Damaška’s work is renowned for providing new frameworks for understanding different legal traditions. To celebrate the depth and richness of his work and discuss its implications for the future, the editors have brought together an impressive range of leading scholars from different jurisdictions in the fields of comparative and international law, evidence and criminal law and procedure. Using Professor Damaška’s work as a backdrop, the essays make a substantial contribution to the development of comparative law, procedure and evidence. After an introduction by the editors and a tribute by Harold Koh, Dean of Yale Law School, the book is divided into four parts. The first part considers contemporary trends in national criminal procedure, examining cross-fertilisation and the extent to which these trends are resulting in converging practices across national jurisdictions. The second part explores the epistemological environment of rules of evidence and procedure. The third part analyses human rights standards and the phenomenon of hybridisation in transnational and international criminal law. The final part of the book assesses Professor...
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...Handbook of Management Accounting Research Volume 3 Edited by CHRISTOPHER S. CHAPMAN Imperial College London, UK ANTHONY G. HOPWOOD University of Oxford, UK MICHAEL D. SHIELDS Michigan State University, USA AMSTERDAM – BOSTON – HEIDELBERG – LONDON – NEW YORK – OXFORD PARIS – SAN DIEGO – SAN FRANCISCO – SINGAPORE – SYDNEY – TOKYO Elsevier The Boulevard, Langford Lane, Kidlington, Oxford OX5 1GB, UK First edition 2009 Copyright © 2009 Elsevier Ltd. All rights reserved No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher Permissions may be sought directly from Elsevier’s Science & Technology Rights Department in Oxford, UK: phone ( 44) (0) 1865 843830; fax ( 44) (0) 1865 853333; email: permissions@elsevier.com. Alternatively visit the Science and Technology Books website at www.elsevierdirect.com/rights for further information Notice No responsibility is assumed by the publisher for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions or ideas contained in the material herein. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record for...
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...ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА 4 курс Под редакцией В.Д. АРАКИНА Издание четвертое, переработанное и дополненное Допущено Министерством образования Российской Федерации в качестве учебника для студентов педагогических вузов по специальности «Иностранные языки» Сканирование, распознавание, редактирование Июнь 2007 Москва гуманитарный издательский центр ВЛАДОС 2000 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ББК 81.2Англ-923 П69 В.Д. Аракин, И.А. Новикова, Г.В. Аксенова-Пашковская, С.Н. Бронникова, Ю.Ф. Гурьева, Е.М. Дианова, Л.Т. Костина, И.Н. Верещагина, М.С. Страшникова, С.И. Петрушин Рецензент кафедра английского языка Астраханского государственного педагогического института им. С.М. Кирова (зав. кафедрой канд. филол. наук Е.М. Стпомпель) Практический курс английского языка. 4 курс: П69 Учеб. для педвузов по спец. «Иностр. яз.» / Под ред. В.Д. Аракина. - 4-е изд., перераб. и доп. - М.: Гуманит, изд. центр ВЛАДОС, 2000. 336 с.: ил. ISBN 5-691-00222-8. Серия учебников предполагает преемственность в изучении английского языка с I по V курс. Цель учебника - обучение устной речи на основе развития необходимых автоматизированных речевых навыков, развитие техники чтения, а также навыков письменной речи. Учебник предназначен для студентов педагогических вузов. ББК 81.2Англ-923 2 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ПРЕДИСЛОВИЕ Настоящая книга является четвертой частью серии комплексных учебников...
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...site at www.pearsoncustom.com ISBN 0–536–72690–6 BA 996748 PEARSON CUSTOM PUBLISHING 75 Arlington Street, Suite 300 Boston, MA 02116 A Pearson Education Company iii iv Table of Contents SECTION ONE ................................................................. 1 An Investment Perspective and Human Resources .... 2 HUMAN RESOURCE INVESTMENT CONSIDERATIONS ...6 INVESTMENTS IN TRAINING AND DEVELOPMENT ..... 14 INVESTMENT PRACTICES FOR IMPROVED RETENTION ............................................................ 32 INVESTMENTS IN JOB-SECURE WORKFORCES .......... 42 ETHICAL IMPLICATIONS OF EMPLOYMENT PRACTICES ............................................................. 56 NONTRADITIONAL INVESTMENT APPROACHES ......... 58 SUMMARY............................................................... 67...
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